J 'K '^32 5 



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LIBRARY OF CONGRESS 



029 827 435 8 



Hollinger 

pH 8.5 

Mill Run F3-1719 



State of Iowa 
1921 



COURSE IN AMERICAN CITIZENSHIP 
IN THE GRADES 



For the Public Schools of Iowa 



P. E, McCLENAHAN, 
Superintendent of Public Instruction 



Published by 

The State of Iowa 

Des Moines 

1921 



*% 



State of Iowa 
1921 



Course 



in 



American Citizenship 



in 



The Grades 

For the Public Schools of Iowa 



P. E. McCLENAHAN, 
Superintendent of Public Instruction 



In Compliance With An Act for the Teaching of American Citizen- 
ship in the Public and Private Schools Located in the 
State of Iowa and Providing for an Outline 
of Such Subjects 



Thirty-eighth General Assembly, Chapter 406 



Published by 

The State of Iowa 

Des Moines 

1921 



5^ 



t* 



^y 



Sub-committee Appointed by the State Superintendent of Public Instruc- 
tion of Iowa, to Arrange a Course on Citizenship for the 
Grades in the Public Schools of tpie State 



CHAS. H. MEYERHOLZ, Cedar Falls 
GEO. S. DICK, Des Moines 
J. J. McCONNEL, Cedar Rapids 
MRS. A. H. HOFFMAN, Des Moines 
W. H. POWELL, Ottumwa 



Copyright, 1921, by 
Department of Public Instruction of Iowa 



©C1.A624258 



AUG -I 10; 



1321 



FOREWORD 

The Thirty-Eighth General Assembly passed an act providing for 
the teaching of American Citizenship in the public and private 
schools located in the State of Iowa, and providing for an outline 
for such subjects. 

In accordance with this act a brief outline was prepared soon 
after the law was enacted and mailed to all the schools as a guide 
for the work which was to be done. Then plans .were made and 
a committee was appointed to hold conferences and later select 
a smaller committee to write the course of study. This outline 
is the result of the work of that committee and has been officially 
approved by the Department of Public Instruction and is now the 
official outline for the course in American Citizenship for the pub- 
lic and private schools in the State of Iowa. It is expected that 
every County Superintendent in the State will devote some time in 
the next teachers' institutes to giving the teachers instruction upon 
this course and explaining the methods by which the best results 
may be secured. 

I sincerely hope that this outline may be of much help to the 
pupils, teachers, parents, and boards of education and that it may 
result in making better qualified citizens in the State of Iowa. 

P. E. McCLEXAHAX, 
Superintendent of Public Instruction. 



PREFACE 

The Thirty-Eighth General Assembly of the state of Iowa en- 
acted a law requiring all public and private schools located within 
the state of Iowa to teach the subject of American citizenship. 
Section two of that act says "The superintendent of public instruc- 
tion shall prepare and distribute to all elementary schools an out- 
line of American citizenship for all grades from one to eight, in- 
clusive. ' ' 

In compliance with that law, the committee appointed by the 
superintendent of public instruction, submits this outline for the 
teaching of American citizenship in the grades. The aim is to pre- 
sent to the grade teacher such suggestions in method of presenta- 
tion, and such material for use by the teacher in class instruction, 
as will constitute a well balanced course in the fundamentals of 
citizenship. The purpose of the course in citizenship is to give the 
child such instruction and training as will help to make him a good 
citizen. The aim of the course is both immediate and remote. The 
course recognizes the child as a young citizen, a member of various 
communities such as the home, the school, the neighborhood, the 
city, the state and the nation, and aims to develop habits and ideals 
which will make for right conduct and relationship as a young 
citizen. It also recognizes in the child the future adult citizen with 
wider duties and obligations, and aims in part to bring about such 
development as will make for efficient citizenship in the years to 
come. 

The course for the grades is presented in three groups : Primary, 
including first, second and third grades; Intermediate, including 
fourth, fifth and sixth grades; Grammar, including seventh and 
eighth grades. In the primary grades the aim is three-fold — to 
cultivate good manners; to develop wholesome health habits; to 
teach elementary principles of good citizenship. The subject mat- 
ter in the primary grades is arranged in lessons and definite sug- 
gestions are made as to the frequency of lessons and as to matter 
to be presented. The committee believes that definite suggestions 
as to matter and methods are of great value in the grades because 
of the rapid changing personnel of our elementary teachers. The 
same plan is followed, in part, in the intermediate grades. How- 
ever, more latitude is given the teacher in the intermediate grades 
and the subject matter is presented less in detail but with the same 



PREFACE 5 

degree of thoroughness. The use of elementary texts may well 
begin with the intermediate pupils and illustrative materials may 
be placed in their hands. The outline for the seventh and eighth 
grades sets forth a well developed course in community civics and 
may well be supplemented with a good text book in the hands of 
the pupils. Excellent text books are now appearing, many of 
which include both community civics and the civics of the state 
and nation. 

The outline includes a list of reference books and outlines as well 
as the best texts now published by the various book publishing 
companies. Directors and teachers in rural schools, and the boards 
of education and superintendents in town and city schools, are urged 
to provide for their school libraries all the books referred to in 
the outline. The best results in teaching citizenship can be had 
only when teachers and pupils are well supplied with supple- 
mentary material. 

The committee submitting this outline on citizenship wishes to 
acknowledge valuable assistance rendered by Dr. Henry J. Peter- 
son, Professor of Government in the Teachers College ; to Mrs. Floe 
Correll Francis, former Supervising Critic in Teachers College ; to 
George F. Robeson, of the West Des Moines High School, and to 
other teachers interested in the teaching of civics and citizenship in 
the schools of Iowa. Much of the material used in the outline was 
gathered and used in study center work in the Teachers College. 
Mrs. Francis arranged the outline and added the references for 
the work in the primary grades. Mr. Peterson did the same work 
for the intermediate grades, and Mr. Robeson arranged the outline 
for the grammar grades. Acknowledgments are also made to 
several primary, intermediate and grammar grade teachers for 
valuable suggestions. 

SUGGESTIONS TO TEACHERS 

If civic training is to be effective it ought to begin with the 
child's entrance in school and ought to be continuous and per- 
sistent. The chief consideration is to cultivate a habitual attitude 
of mind towards one's civic relation and responsibility and toward 
the community's organization and practice by which alone these 
responsibilities can be fulfilled. It is generally conceded that true 
American ideals must be created in the minds of our American youth 
while they are in the public schools. These ideals relate in a large 
measure to the immediate activities in which they grow up and in 



6 PREFACE 

which they expecl to spend their lives as adults in the community. 
Many of our boys and girls will spend their lives in towns and 
cities and so they must be made acquainted with those activities in 
which town and city people live. The policeman, fireman, post- 
man, street cleaners, garbage collectors, care and protection of prop- 
erty, corruption in politics, etc.. ought to be emphasized by teachers 
in towns and cities. But even more of our boys and girls will live 
in rural communities and will be active in those things in which 
rural people are most concerned. As citizens they must think 
about roads, plaj^grounds, calf clubs, seed corn, game laws, taxes, 
courts, community morals, prevention of waste, pure air and water, 
and the prevention of diseases among people and among farm ani- 
mals. It is necessary to keep in mind the community needs when 
teaching citizenship to boys and girls. The frequent moving from 
town and city to country and from country back to town and city 
necessitates that teachers of citizenship present the fundamentals 
of both rural and city life to both groups of pupils. Their skill in 
handling these and similar problems will be the measure of their 
civilization and progress in either the city or rural community. 
__ Many courses in civics fail because they fix attention upon the 
machinery of government rather than upon the elements of com- 
munity welfare for which government exists; that is, they familiar- 
ize the pupil with the manipulations of the social machinery without 
showing him the importance of the social ends for which the ma- 
chinery should be used. Consequently, the pupil upon leaving 
school, uses his knowledge for ends which are most evident to him, 
his own selfish interests. If civic teaching is to improve citizen- 
ship and is to give a better understanding as a basis for a more 
active participation in the affairs of the community, the state and 
the nation, the subject of civics must be socialized. By socializing 
civics we mean the presentation of the fundamental principles of 
civics and citizenship in the class room in a manner as nearly as 
possible like these activities are carried on by the people in the 
communities, the state and the nation. The truth is now recog- 
nized that we learn to do by doing. Dramatization has come to be 
the most effective way of teaching many of the most fundamental 
principles of citizenship. The proper way to present the subject 
of "elections" is for the teacher to conduct a mock registration and 
election in the class room. With the teacher as instructor and 
guide, the pupils should carry out the entire proceeding, even to 
the making of registration books, the printing or writing of ballots, 



. 



PREFACE 7 

construction of voting booths, choosing of judges of election, count- 
ing of ballots, etc. Presenting the subject in this manner will call 
to the attention of the pupil many different phases of the subject 
otherwise passed over. Do not only talk about community life, 
but encourage your pupils to investigate different conditions and 
activities in the community and report in class. 

Each lesson while being definitely correlated with other lessons, 
should be complete in itself and have a keynote which is em- 
phasized. One lesson, for example, may emphasize the pupil's de- 
pendency upon the community; another, the pupil's responsibility 
to the community. The subject matter found in this syllabus should 
be supplemented by informal class discussions and the continual 
use of questions and answers on local civic subjects. Plan to have 
special objective material which bears on the lesson at each class 
session. Such material may consist of pictures, sample ballots, 
charts, legislative bills, garden plans, park plans, products of hand 
work, country road improvements, reports of clean-up campaigns, 
of calf clubs and pig clubs, of current events, poems, patriotic 
speeches, and stories that can be given in two or three minutes by 
members of the class. 

Patriotism is an essential and vital part of every citizen's train- 
ing and equipment for life. Therefore, we must teach patriotism 
in a vital and material way, as well as give the pupil an enthusi- 
astic appreciation of the leading men and women of America and 
of American institutions. The life and character of the leading 
men and women of American ought to be presented in such manner 
as will cause boys and girls to love and admire our national leaders 
and to give to such names as Washington, Adams, Jefferson, Hamil- 
ton, Lincoln and Roosevelt a high place among the names of the 
great men of the world. 

Thrift and saving is one of the fundamental virtues of present 
day American life. The teacher ought to encourage the spirit of 
thrift in the pupil as early as possible in his school course. The 
teacher can well afford to organize a school bank in which the pupils 
may deposit their pennies and receive a " deposit slip" and learn 
to keep a "pass book." When a pupil has a deposit of one dollar 
or more, advise him to draw out his money and place it in a real 
savings bank. Children should be taught the saving habit. 

In making this outline, the committee found as their greatest prob- 
lem, the reconciling of different vieAvs as to what a course in citi- 
zenship ought to be. The material offered in this outline is not en- 



8 PREFACE 

tirely new. It has all been tried and found successful in one place 
or another. However, good or bad this outline may be, its suc- 
cess will depend largely on the teacher using it. In the hands of a 
wise, sensible teacher, one who realizes that the teacher is the 
mainspring in the class recitation, this outline will prove to be 
of both immediate and far-reaching value. In the hands of the 
supercritic, or the teacher who finds that her own way of doing 
things is not made prominent this outline will prove of little value. 
Give it a fair trial and enrich it from your own experience and suc- 
cess. 



COURSE IN CITIZENSHIP 

FOR THE PRIMARY GRADES— Grades 1, 2 and 3 

The ultimate aim of all Civics Teaching: The making of better citizens 
in the home, in the community, in the state, in the nation. 
The immediate aim in the primary grades is three-fold: 

1. To cultivate good manners. A knowledge of social customs and social 
usages is necessary to civilized man. "A young man or woman who 
does not know the rules of social life is frequently ill at ease, awkward, 
confused, and unable rightly to exert powders of speech or action when 
opportunities offer for making friends that may be of larger importance 
than will come again in years." Manners are matters of sufficient value 
to be studied for themselves. The daily exercise of self control and con- 
sideration for others reacts on the processes of mind and tends to pro- 
duce excellency of character. We are unwilling that American citizens 
shall have other manners than those which result from what was 
known of old as "good breeding." 

2. To develop wholesome health habits. Happiness depends more or less 
on health. If boys and girls are going to be happy, they must be well, 
so the development of good personal health habits is of vital importance 
What brings health and happiness to the individual will make the home 
and country a better place to live. 

3. To teach the elementary principles of good citizenship, such as obedience, 
helpfulness, industry, truthfulness, care of property, courage, loyalty, 
love of the beautiful, and belief in the right. A government that accords 
equal rights and opportunities to all enjoins equal duties and responsi- 
bilities upon all. Hence, we must prepare our children for the assumption 
of those rights and responsibilities by early training in the elementary 
principles of good citizenship. 

SUGGESTIONS FOR CARRYING OUT THE ABOVE 

The course consists of three parts — Manners, Health, and Elementary 
Principles of Citizenship. The health program is to be presented in a general 
lesson in hygiene, once each week for six weeks. The study of a topic 
each Monday morning for the required six weeks. The lessons in manners 
consist of thirty lessons, one lesson to be given on each Monday during 
the time required to complete the course. The lessons in elementary prin- 
ciples of citizenship are to be given in one lesson each week, perhaps on Wed- 
nesday, throughout the entire school year, 



10 COURSE IN CITIZENSHIP 

PARTI. AIM: TO TEACH MANNERS 

(Thirty Lessons) 
GREETINGS 

There are many little forms of greeting one another that have become 
customary among kind hearted people. The mere words of greeting mean 
so much more when the kind thought shows in our tones of voice and 
manner of giving it. We should never address our teacher as "Teacher", but 
as we enter the schoolroom in the morning we say, "Good morning, Miss 
Wilson," and on leaving we say, "Good night," or "Good bye." If we meet 
her in the afternoon it is polite to say, "Good afternoon, Miss Wilson." It 
is never polite to call out, "Hello" to one older than we. 
Lessons 1 and 2. — Good Morning, Good Night. 
Examples: 

Good morning, mother dear. 
Good night, Aunt Laura. 
Good morning, Grandfather. 
Good afternoon, Miss Jones. 
References: 
"Good morning is the golden link 
Which starts the day so bright, we think. 
And when the day of work we close, 
Good night will bring a sweet repose." 
Game, Greeting and Meeting, p. 5, Popular Folk Games and Dances, 

A. Flanagan Co. 
Game, Going Walking, p. 6, Popular Folk Games and Dances. 
Game, Kull Danzen, p. 13, Popular Folk Games and Dances. 

COURTESIES 
Lesson 3. — I thank you. 
Examples: 

This is such a nice apple, I thank you, Mary. 
I thank you for these flowers, Jane. 

John hands a book to Mary. She replies, "Thank you, John." 
"I thank you, sir," and "if you please," 
Make many burdens lift with ease. 
Lesson 4. — If you please. 
Examples: 

Please give me your book, Mary. 
Please pass the bread, father. 
Mother, I should like the bread, if you please. 
Will you please lend me your knife, John? 
Lesson 5. — I beg your pardon. 
Examples: 

Do not pass rudely in front of people. If you do so of necessity, say, 

"I beg your pardon." 
If you bump into one in passing, or by accident, excuse yourself by 
saying, "I beg your pardon." 



GRADES I, II AND III 11 

In reaching for a book, if you get in the way of another excuse your- 
self by "Pardon me." 
Lesson 6. — Excuse me. 
Examples: 

If you jostle or get in the way of another it is not polite to laugh but 
you should stop and say, "Please excuse me," or "Excuse me, please, 
Miss Wilson," or simply "Excuse me." 

COURTESY IN REPLIES 

So often we are discourteous in that we fail to make any reply whatever 
when a request is made of us, or something is told to us. We listen in a 
courteous manner. If a request is made, we do the thing asked. How much 
nicer it is if we do reply in words also. 
Lesson 7. — "Yes, Miss Wilson." "No, father." 
Examples: 

(A plain "yes" or "no" is not considered discourteous and the older 
"Yes, Ma'am" is no longer considered the nicest way. Soften the 
plain "yes" with a word or two following.) 
"Yes, Charles, I shall go with you." 
"No, but I am glad that you can go." 
"No, Miss Wilson, I did not get my lesson completed." 
"No, Mr. Black," is a better form than "No, sir." 
Lesson 8. — "Certainly," or other answer than "yes" or "no." 
Examples: 

"May I have your knife?" "Certainly." 

"Will you help me with my lesson?" "I shall be glad to help you." 

CHEERFULNESS 

Lesson 9. — Cheerfulness at tasks, at play. 
Examples: 

Whining if the task seems too hard. 
Sulking if mother asks you to help her. 
Crying if denied something you want. 
Pouting if things do not please you. 
Arguing if requested to do or not do something. 
Lesson 10. — Cheerfulness when things go wrong. 
Examples: 

Laugh and rebuild your blocks if an accident happens. 
If the rain spoiled your picnic, do something nicer. 
If work interferes with play make play of the work. 
If a cold keeps you in when you had other plans, have a good time 
by reading mother a good story or amusing yourself. 

COURTESIES TO HOME FOLKS 

Lesson 11. — Never interrupt a person speaking. 

Do not interfere with entertainment of guests by demanding 

so much of time and attention for yourself. 
Do not contradict another. 



12 COURSE IN CITIZENSHIP 

COURTESIES TO GUESTS IN THE HOME 

Lesson 12. — Greet in a nice manner. 

Help entertain in a modest way not interfering with plans of 

others. 
Share toys with visiting children. 
Never be rude. 

COURTESIES TO SERVANTS— PRIVATE AND PUBLIC 

Lesson 13. — Speak in kindly way. 

Never be rude or officious. 

Observe the Golden Rule when dealing with them as with all 

people. 

COURTESY TO STRANGERS 

Lesson 14. — Do not stare rudely. 

Do not question about their private affairs. 

GENERAL COURTESIES IN THE HOME 

Lesson 15. — Do not read over one's shoulder. 

Do not listen to things you are not expected to hear. 

Do not tease those weaker than you — nor the crippled. 

Never laugh at mistakes or failures of others. 

Do not talk or laugh noisily when it might disturb others. 

GENERAL COURTESIES IN PUBLIC 

Lesson 16. — Do not stand in order to see better if others sit, if by doing so 
you interfere with the view of any. 
In street car, give seat to ladies, or elders. 
Be modest, quiet, careful in all your ways. 

MANNERS AT THE TABLE 

Lesson 17. — Preparation for the meal. 
Examples: 

Cleanliness of person. 
Neatness of the dress. 
Hair nicely combed. 
Lesson 18. — When and how to be seated. 
Examples: 

When the hostess (it is mother in the home) says a meal is served, 

come at once. 
When the hostess is seated or given the signal, be seated. 
Sit erect, not too close to the table. 
Keep hands quietly in the lap until served. 
Keep elbows at the sides, never spread out. 
Lesson 19. — Show no impatience to be served. 
Do not reach for things. 
Ask for what you like if it is not passed. 

"Will you be kind enough to pass the meat," will get the 
desired result. 



GRADES I, II AND III 13 

Lesson 20. — Helping serve. 

If a dish is near you, pick it up, but before serving your- 
self, pass it to the one sitting next you, saying, "Will 
you have some jelly?" Think constantly of others and 
help mother see that all are well served. 
Lesson 21. — Take the piece nearest you, never "picking over" to find a 
more desirable piece. This would be selfish and ill-man- 
nered. If there is a choice, it is nice to ask someone else 
to have it. 
Lesson 22. — Eat quietly. 

Do not fill the mouth too full. Chew the food with the 
mouth closed. Never smack the lips. Eat soup quietly 
from the side of the spoon. 
Lesson 23. — Use of knife, fork and spoon. 

Use the knife to cut food and to butter the bread, never 

put it in the mouth. 
Use the fork to carry the food to the mouth. Do not try to 
get too much on it. In cutting meat the tines of the 
fork should be turned down. 
Use the spoon to eat cereals, certain desserts and soupy 

vegetables, and to stir cocoa, or coffee. 
Never leave the spoon in the cup. 

Do not eat with the fingers. It is not cleanly, nor does 
it look well. 
Lesson 24. — Help to make a pleasant table atmosphere. 
Never tell unpleasant things at the table. 
Help make interesting conversation. 
Never speak with the mouth full. 
Place napkin over the mouth, and turn away to cough or 

sneeze. 
Observe all the little niceties like spreading only a small 

piece of bread at a time. 
Place knife and fork carefully on one side of the plate 

when passing the plate for a second helping. 
Do not pick the teeth at the table. 
Lesson 25. — Rising to leave the table. 

Rise when the hostess rises or gives the signal to do so. 
If necessary to leave during the meal ask to be excused by, 
"May I be excused, please," or "Please excuse me." 
References: 

Training in Courtesy — Bulletin No. 54, Department of Interior. 
Dramatization of Table Manners in above named bulletin. 
(Try out for the Thanksgiving dinner). 

SHARING 

Lesson 26. — Sharing with home folks. 

Sharing of material things, candy, toys, books, etc. 
Sharing of work, pleasures, joys, sorrows. 
Sharing of plans for the family. 



14 COURSE IN CITIZENSHIP 

Lesson 27. — Sharing with Playmates. 

Toys, play, books — Leading to unselfishness and fair play. 
Lesson 28. — Sharing with others. 

Teacher, friends, children in the hospital, etc. 
Lesson 29. — Showing love in the home and school, by kindnesses. 

By cheerful obedience. 

By making others happy. 

By helpfulness. 
Lesson 30. — Showing love by gifts — the Christmas spirit. 

Gifts for home folks. 

Gifts for sick or shut-ins. 

Gifts for friends. 

Gifts for birds, pets. 



PART II. AIM: TO DEVELOP WHOLESOME HEALTH 

HABITS 

HEALTH 

"To seek health is my duty as a good citizen of the United States." 
This work is directed especially toward the formation of wholesome 
health habits; for almost without exception defects and diseases can be 
prevented or remedied by giving proper physical care in childhood and 
youth. 

HEALTH PROBLEMS 

Health as a rule is a purchasable commodity, and the price is education. 

The saving of human life is more than a humanitarian question, as it 
must also be considered from an economical viewpoint. During the past 
twenty years, the average age at death has been increased from 37 to 42 
years, and the death rate has been reduced from 17^6% to 14.2%. This means 
an annual saving in life greater than Great Britain lost in any one year of 
the War. A large proportion of this is due to the lessened deaths of children 
from preventable diseases. 

Statistics show that about one half of all children die before reaching 
the age of five, and that one-half of all deaths occur before the age of 
twenty-three. During the recent war, 31% of the young men between the 
ages of 21 and 31 were found unfit for full military service by reason of 
physical defects, the majority of which could have been prevented. 

During each year there are 1,600,000 deaths in the United States, of 
which 40%, or 670,000 could be prevented by the proper application of the 
well-known principles of preventative medicine. In figuring the value of 
an average individual's earning capacity at a minimum of $2,000, which 
is very low, this would make a loss to the various communities and the 
Government of $1,340, 000,000. 00 annually, not including the enormous ex- 
penses of sickness, loss of time and disability from physical defects, not 
fatal, which could and should be eliminated. 



GRADES I, II AND III 15 

The duty of the practicing physician is to cure those already ill, and to 
give such advice as his time allows. The real work in preventative medi- 
cine must be done by public health agencies, the support of which must 
come from general funds. The Federal Government, through its Public- 
Health Service, is making a scientific study of the various diseases which 
affect mankind and the means of preventing same. The state boards of 
health through conferences and bulletins are in constant contact with the 
Federal Government and receive the full benefit of its investigations. 

The schools of the larger cities are in position to avail themselves of 
health measures to a much greater degree than those of the rural districts 
by reason of their densely populated districts. If the rural districts are 
to avail themselves of the greatest good resulting from health education, it 
is necessary that this work be organized by county units, with full-time 
health officers, and sufficient corps of nurses to give all rural school children 
proper inspection and advice relative to all matters pertaining to health. 

In the majority of larger cities, the child has all the advantages of 
medical inspections, and direction in his physical exercise, with health cen- 
ters where he may secure from the various clinics free medical treatment 
and advice, and where necessary operations for removing physical defects 
can be performed. In addition to the above, supervised play grounds, out- 
door schools for the tubercular, and special classes and diet for those suf- 
fering from mal-nutrition are provided. 

There is no reason why in this bounteous Iowa of ours that every county 
should not have a similar Unit in which all of the applications of the 
principles of health education could be applied. It is a known fact that 
retardation of the student is usually due to physical defects, such as defective 
eye-sight, neglected teeth, diseased tonsils, incipient tuberculosis, mal-nutri- 
tion, and many other diseases and conditions which should be discovered 
and the child restored to his normal physical condition by proper early 
treatment. 

In addition to the United States Public Health Service, the superintendent 
of public instruction, and the state board of health by advice and information 
rather than compulsion are the agencies through which this work should be 
inaugurated in the various states. 

The program in each county should be carried out by the county super- 
intendent, the health officer, boards of education, and welfare organizations,, 
allowing each community by its own initiative to have its full share of the 
work. 

The efficiency of a community is direct evidence of health and happiness. 

The plan provides for an extensive study of the health program under 
seven heads. This study will occupy the first six weeks of the school year. 
With one exception, one division is taken up for study during each week, 
the work on the new topic beginning each Monday morning and the activ- 
ities to begin with the opening lesson on the topic. As each division of 
the program is studied and put into practice the work on the previous study 
is continued so at the close of the six weeks' work the children are fully 
prepared for the "Health Chores" as outlined by the Modern Health Crusade 
Movement. 



16 COURSE IN CITIZENSHIP 

At the close of the study — as will be seen in the outline following — a 
parent-teacher meeting is recommended in order to secure the co-operation 
of the home on the health program. 

The work on health for the remaining thirty weeks of the school year 
consists in the carrying out of the "chores" and supplementing these by 
other study as the need or the opportunity arises. 

See to it that the time spent at school utilizes all the opportunities open 
for the formation and development of these health habits, recognizing that 
regularity and constancy of effort are the chief essentials. 

The following outline should be carried out, using the topics as suggested 
but fitting the means to the opportunities. It may be presented in the 
hygiene period. 

FIRST WEEK 
I. Cleanliness Habits. 

1. Personal — We are pleasanter companions when we are clean than 
when we are dirty. Boys and girls who are not clean may be 
offensive and will be unwelcome in a group of their class mates. 
The cleaner we are the better we look, the more comfortable we 
are and the better our companions enjoy our company. 
a — Face, neck, ears and hands: No one likes to look at a dirty 
face or dirty hands, no one enjoys being touched by dirty hands. 
If they become soiled in work or play, wash them as soon as 
the task is completed. 
"Face and hands washed clean and white 
Teeth like pearls all shining bright, 
Tidy looking nails and hair 
Clothing that's arranged with care, 
Polished shoes, all these things show 
Children who are neat you know." 

I 
"Dirty hands are such a fright 
See, I've washed mine nice and white, 
Mother says, "It is quite right 
To wash both morning, noon and night." 
References: 

Song, How We Keep Clean. Tune, "Marching Through 

Georgia," I. S. T. C. Bulletin, General Lessons on Citizenship. 
Story, "The Pig Brother," Wide Awake First Reader. 
Picture Story, No. 1-2-4-9-12, Silent Reading for Health, Modern 

Health Crusade. 
Story, "The Little Tin Soldier," p. 5, Teaching Health Through 

Stories, etc., Modern Health Crusade. 
Jingles on Cleanliness, p. 7, Teaching Health Through Stories, 

etc., Modern Health Crusade. 
Song, Verse 2 on p. 3, Over the Top Singing, Modern Health 

Crusade. 
Story, Billy Boy, Vol. 2, No. 5, Rural School Bulletin, Dec. 

1920. 



GRADES I, II AND III 17 

b — Hair and XaiJs: Every self-respecting person should care for 
the hair and nails. A clean scalp, clean hair, and well shaped 
clean nails should be the pride of every boy and girl. Have 
your own comb and brush, keep them fresh and clean. Wash 
comb and brush when you wash your hair about every two 
weeks. Care for the nails daily. 

c — Teeth: Sometimes the teeth are so decayed or so unclean that 
the breath is bad. Brush with a good brush as regularly as 
you wash you face, keep them bright and pearly. Never use 
another's tooth brush. Have one of your own — keep it clean 
and use it every night and morning. If a tooth decays, see a 
dentist at once. 

(The above references will be much more effective if pro- 
vision is made for rural teachers to have these books in their 
libraries.) 
References: 

See verse above. 

Song, Pearly Teeth, p. 6, Over the Top Singing, The Modern 

Health Crusade. 
Song, Little Boy Blue, p. 7, Over the Top Singing, The Modern 

Health Crusade. 
Story, Old Man Grouchy Tooth-ache, Rural School Bulletin 

Vol. 2, No. 8, March, 1920. 
Drill, Tooth Brush, p. 4, Teaching Health Through Stories, 

Modern Health Crusade. 
Picture Story IV, Silent Reading for Health, Modern Health 
Crusade. 

Song, Yankee Doodle Folks. Tune, Yankee Doodle. Bulletin 
Iowa State Teacher's College, General Lessons on Citizenship. 
Song, Here We Go Around the Mulberry Bush. 

d — Skin: It shows bad manners to come around people with un- 
clean bodies. We must bathe the whole body in a tub, if 
possible using warm water and soap at least once a week — ■ 
twice would be better, change soiled clothing for clean garments 
at least once a week. In summer we should bathe oftener with 
warm water and soap because we perspire more freely. 

e — Clothing: Friends like to see you dressed in clean clothing. Do 
not spill food on your clothing while eating. When spots do 
appear, wash them off. Hang up coats and hats or lay on a 
shelf so they remain neat and clean. Put on your work clothes 
for work and your school suits will remain clean a long time. 
2. Belongings. 

a — Toys, books, room at home: Keep belongings in clean place, 
arrange them carefully and neatly. Take pride in clean and 
tidy appearance of your room. 

b — Books, wraps, desk at school: Do not use book with soiled hands. 
Put fingers under corner of a leaf to turn it and do not wet 
fingers to turn them. Take the same care of all that belongs 
2 



18 COURSE IN CITIZENSHIP 

to you at school as at home. Books are the "good friends" at 
school, 
c — Share in common property: Home, school room, public buildings, 
parks and roadways. Use the same, if not better care, when 
using public property — as compared with use of your own. 
Be ashamed to tear a library book, throw an orange peel on 
the street or paper on the school house floor. Leave no scratches 
or marks on buildings — they belong to the public and are 
therefore as much yours as others. Let us help care for public 
property; if we cannot help directly, we can help by doing no 
harm to any of these. 
References: 

"Sure Pop and the Safety Scouts," World Book Co., 40c. 
David and the Elves, Minnesota State Health Association, St. 
Paul. Free. 

SECOND WEEK 

II. Fresh Air Habits. 

1. Effect of fresh air — as compared with stale air — invigorates, keeps 

you wide awake, and alert. Stale air often brings headache and 
drowsiness. 

2. Disinfecting power of fresh air and sunshine. These make people 

healthy just as they purify bad water, give new life to plants and 
animals. 

3. Ventilation — is exchange of air. Let the stale air out of house and 

lungs and fill with clean, fresh and moist pure air. "Too much 
fresh air is just enough." The only bad night air is last night's 
— open the window and let it out. 

4. Correct posture and right breathing — To teach correct standing posi- 

tion, give directions as follows: 
1. Stand straight and tall. 

2. Head up. 

3. Chin in. 

4. Chest high. 

5. Hands down at sides. 

6. Heels together, toes straight ahead. 

Take 10 or more slow, deep breaths of fresh air each day. 
Use triple test for posture. 
References — Picture Story V, Silent Reading for Health, Modern Health 
Crusade. 
Story, Old Scowly Spine Pack, Rural School Bulletin Vol. 2, 

No. 10 May, 1920. 
Song, Corn Soldiers, First Year Music, Hollis Dann. 

THIRD WEEK 

III. Wholesome Food Habits. 

1. Eating — Form the habit of eating regularly and not more than four 
times a day. Eat slowly, small bites and chew abundantly. Do 
not drink with food in the mouth. (Learn what is the best nour- 



GRADES I, II AND III 19 

ishing food and use it. Beware of eating too much meat, fried 
foods and sweet things.) 

Each child should use his own knife, fork, spoon (and eat only 
food that has been well protected from flies and dust.) 

2. Mastication — thoroughness — "When we chew, let's count to ten, be- 

fore the bite goes down." 
a — Haste — Food is not acted on by the saliva and the burden is 

thrown on other organs of digestion, 
b — Nervousness in eating disturbs digestion, 
c — Pleasant atmosphere at the table aids digestion. Eat slowly, chew 

thoroughly, tell interesting news and jokes. 

3. Foods — Kinds: 

a — Cooked foods are more digestible than raw. 

b — Hot foods are more stimulating than cold. 

c — Wash fruit such as apples, bananas, oranges before eating. Dust 

and germs may get on the hands even if you do not eat the 

peel. 

4. Drinks — kinds: 

Hot and cold water, cocoa or milk for children. Drink water 
before each meal, four glasses daily on the average, also be- 
fore going to bed. "An internal bath is as necessary as an 
external one." 

Coffee and tea are not foods and children should never use 
them. 
References: 

Song, Some Don'ts, p. 4, Over the Top Singing, Modern Health 

Crusade. 
Picture Story No. X in Silent Reading for Modern Health 

Crusade. 
Story, The Milk Fairies. 

FOURTH WEEK 
IV. Sleep Habits. 

1. Regularity is a great necessity as sleep is the greatest body builder 

known. Stretch out full length, think of some happy story or 
incident and go to sleep. The most restful time is the hours be- 
fore midnight. 

2. Number of hours each night — 10 hours a minimum for children, 12 

hours is better for children under seven years of age. 

3. Sleep with plenty of fresh air — Keep the windows open, some at 

both the top and the bottom. Have good warm garments and cov- 
ing but keep faces uncovered. 
References: 

Song, first verse, p. 3, Over the Top Singing, Modern Health 

Crusade. 
Picture Story, Silent Reading for Health, Modern Health Cru- 
sade. 
Jingles, p. 7, Teaching Health Through Stories, etc., Modern 
Health Crusade. 



20 COURSE IN CITIZENSHIP 

Song, Little Bo Peep, Sleep-Bulletin I. S. T. C, Gen. Les- 
sons on Citizenship. 

Song, Mistress Mary, Sleep-Bulletin I. S. T. C, General Lessons 
on Citizenship. 

V. Clothing habits: 

1. Care — Keep clothes clean, well brushed and buttoned, with buttons, 

hooks and eyes sewed on. Put the clothes on carefully. If a girl, 
make your ribbon bow look neat and jaunty. Neatness is pleasing; 
little adornment such as ribbons or jewelry is needed. Rather 
please by clean clothes, neat shoe strings, hair bow and well cared 
for shoes. 

2. Fitness of clothing — Rubbers or overshoes should be worn to pro- 

tect the shoes when needed but must be removed when coming 
inside as feet would perspire in the warm room. Remove damp 
shoes and stockings at earliest opportunity. Wear clothing suit- 
able to season and occasion. 

3. Need of loose clothing — Freedom of movement and comfort de- 

mands that the clothing be loose. To fill the lungs with fresh 
air, stretch the arms, exercise and work with freedom, we must 
have no tight clothing. 

Note to Teachers : Begin weighing and measuring pupils, placing records on 
cards to keep on file (and to be copied to children's cards later). 

FIFTH WEEK 

VI. Work and Play Habits. 

Every child has a right to a well developed body. Exercise will 
help him obtain this. Some parents say, "My children work 
enough, they do not need exercise." Most of the work children do 
develop only muscles enabling them to lift or use their arms. 
The result is that the muscles that hold the body erect and the 
muscles that enable both of the limbs to act quickly and coor- 
dinately, are not developed. 

1. Play — Most children do not know how to play. Their recreation 

consists largely in rude attempts to see who is physically strongest. 
Often these attempts resort to trickery. Games should be em- 
ployed that will give an opportunity for physical exuberance to 
express itself and at the same time to train the child to do team 
work. Even the physical strength games like wrestling matches, 
tugs of war, snowballing, may serve in giving many useful les- 
sons in good citizenship if properly managed. 

The play instinct should be preserved. Nothing rests the body 
or brain so quickly as the happy abandon to the play instinct. The 
loss of the spirit and the capacity to play deprives children and 
adults of much happiness and to a certain extent of the ability to 
recuperate from weariness or trade of life. Thus the school should 
encourage work, exercise for development of unused and untrained 
muscles and free play. 

2. Cultivate the habit of completion of effort. 

a — Finish the work at hand — be it work or play. 



GRADES I, II AND III 21 

b — Put tools or play things away when through. 

c — Be regular at tasks. Stick to them. "Work while we work, and 
play while we play." 
3. Take time for exercise and play. 

"If we do not take time for exercise, we will have to take time 
to be sick." 
"Work and no play, makes Jack a dull boy." 
References: 

Games for Home, Schoolroom and Playground, by Jessie Ban- 
croft. Publishers, McMillan & Co., New York. Price $1.50. 
Physical Training for Elementary Schools: Gymnastics, Games 
and Rhythmic Plays, by Lydia Clark. Publishers, Benj. 
Sanborn & Company. Price $1.75. 
Folk Dances and Singing Games, by Elizabeth Burchard. Pub- 
lishers, G. Schirmer Company, New York. Price $1.50. 
The Song Play Book, by Crampton & Wollaston. Publishers, 

A. S. Barnes & Company, New York. 
The following team games may be secured from the Extension 
Department, Iowa State Teachers College, Cedar Falls, Iowa: 
Long Ball, Punch Ball, Soccer, Volley Ball. 

SIXTH WEEK 

VII. Safety First Habits or Protection of Self and Others. 

1. Protection of self at school — 

a — See that light is good for study, that that seat is comfortable. 

b — Hold shoulders in good position, feet on the floor, sit well back 
in the seat during study. 

c — Have your own books, pencils, tablets, drinking cup and towel. 
Keep things out of your mouth. Do not loan pencils or any- 
thing else that can be put in the mouth. (Nothing except food, 
fork, spoon, toothbrush and dental thread should go in the 
mouth.) 

d — Carry a clean handkerchief. Report to teacher if you do not 
feel well. 

2. Protecton of others at school. 

a — Use your handkerchief carefully, placing in pocket as soon as 
through using it. Carry a clean one. 

b — Turn away and cough or sneeze with handkerchief over the mouth. 

c — Do not use your handkerchief or drinking cup for little brother 
or sister. 

d — Never give away apple or candy from which you have been eating. 

e — Avoid spitting where the germs may be carried. 

f — Do not attend school if you have a bad cold, or contagious disease 
of any kind, or if someone in the family has contagious disease. 
"Don't ever trade your candy, don't swap your chewing gum, 
Don't give away yer apple, when you've been eating some, 
Be careful 'bout your han'kerchief, not every feller knows 
You mustn't never use it on your little brother's nose." 
"Catch that sneeze in your handkerchief." 



22 COURSE IN CITIZENSHIP 

3. Prevention of Accidents — 

Home Accidents (First Grade) 

1. How I may 

a — Put away playthings. 

b — Straighten rugs. 

c — Keep halls and stairways clear. 

d — Put sand or ashes on icy walk. 

2. Dangerous playthings — 

Pointed scissors, knives, toy pistols, balls, firecrackers. 

3. Dangerous places to play. 

In street, near lake or river, near fences, porch rails, banis- 
ters, high windows and trees. 

4. Caution against 
a — Hot liquids. 

b — Tasting unknown things — medicines, food, plants, 
c — Poison label, 
d — Animal bites and kicks. 

e — Interference with stove, lamp, electric or gas fixtures, ma- 
chinery. 
School Accidents (Second Grade) 

1. Responsibility for care of younger children. 

2. Danger of pushing, shoving or tripping others. 

3. Danger of riding a bicycle or roller skating near the school. 

4. Danger of throwing ball, snowball, stones or other things. 

5. Necessity for order in fire drills. 

6. Care for ourselves and others in games. 
Street Accidents (Third Grade) 

1. Watch and be guided by traffic officer. 

2. How street accidents may be avoided 
a — Do not play in the street. 

b — Look both ways before crossing street — first to left, then 

to right. 

c — In passing behind a vehicle, look to see what is coming. 

3. Notify officer if tree or other obstruction is in street. 

4. Never touch a wire that is down — guard until some officer 
is notified. 

Community Accidents (All Grades) 

1. Watch automobiles on public highway. 

2. Beware of animals in pastures or fields. 

3. Watch for snakes or bees when playing in fields. 

4. Do not approach too near to horses or cattle in barnyard at 
home. 

5. Stay away from dangerous machinery on the farm or in fac- 
tories. 

6. Crossing bridges on way to school. 

7. Do not play near deep water. 

8. Be careful when near wire fences. 



GRADES I, II AND III 23 

PART III. AIM: TO TEACH THE ELEMENTARY PRINCIPLES 
OF GOOD CITIZENSHIP 

(Thirty-Six Lessons) 
OBEDIENCE 

Two Lessons. 

This virtue is of the first importance. The child has heen taught obedi- 
ence in the home but here he meets it in a new phase. He sees his 
obedience as a part of the obedience of the whole school. The lesson begins 
on the first day. 
Suggestions — 

1. Reasons for obedience, 
a — Child obeys first because he was taught to do so in the home, 
b — Child obeys because he is told to do so. 
c — Inspire him to want to obey to please the teacher, 
d — Later expect him to obey in order to please a voice within him. 

This leads to self control under law. 

2. Examples of obedience, 
a — Little chickens obey the mother hen and come for feed or to keep 

out of danger. Why? 
b — Little birds obey the mother bird when learning to fly. 
c — Soldiers obey their commander. Why? 

3. Principles — (Plan for about three lessons to teach these) 
a — Obedience should be prompt, 
b — Obedience should be cheerful. 
c — Obedience should be complete not partial, 
d — Obedience should come before one is told. 

Aids to Teacher — 
Grade I. 

Story, Billy's Lesson, Natural Method First Reader, p. 28. 

Story, Hansel and Gretel, Natural Method First Reader, p. 97. 

Story, The Fox and His Bag, Winston First Reader, p. 2. 

Story, Peter Rabbit, Winston First Reader, p. 114. 

Song, Bed Time, C. Bailey's Songs of Happiness, p. 126. 

Song, The Five Brave Knights Come Riding, The Children's Year, by 
Grace Wilbur Conant, p. 45. 

Story, How To Be a Good Citizen, What To Do for Uncle Sam, p. 174. 
Grade II. 

Stories used in First Grade. 

Songs used in First Grade. 

Story, How To Be a Good Citizen, What To Do for Uncle Sam, p. 174. 
Grade III. 

Story, Obey the Laws, The Land of Play, p. 30. 

Story, The Brownie and the Cherry Tree, Baldwin and Bender Third 
Reader, p. 213. 

Songs, Bed Time, C. Bailey's Songs of Happiness, p. 126. 

Song, The Five Brave Knights Come Riding, Grace Wilbur Conant's 



24 COURSE IN CITIZENSHIP 

In the Children's Year, p. 45. 
Story, How To Be a Good Citizen, What To Do for Uncle Sam, p. 174. 
See "Lessons in Americanism," The Short Constitution, Martin J 

Wade. 

CLEANLINESS 

The Social Side: (One Lesson) 
This virtue has a great social value. The pleasure of seeing clean faces 
and hands, the clean dress, handkerchief, personal belongings, the clean 
desk, books, the clean floor, and playground adds materially to real enjoy- 
ment. 
Suggestions — 

1. Reasons for cleanliness — (social side) 

a — A clean child is happier, healthier, and learns self respect. 

b — A clean child makes friends readily. 

c — A dirty, unkempt, careless child is unhappy usually and has few 

friends, 
d — Clean body, and clean clothes react on the disposition. 

2. Examples of cleanliness. 

a — The birds take their baths regularly. 

b — The cat has her own method of cleanliness. 

c — Cite other examples. 

3. Principles. 

a — Cleanliness is a duty one owes to himself and his friends, 
b — Dirt begets disease, attracts flies. 

c — "Clean and neat. This makes me healthy and good and happy too. 
Beloved by those about me and to my own self true." 
Aids to the teacher. 
Grade I. 

Story, Tom the Water Baby, Wiltse Kindergarten Stories, p. 11. 
Story, Carl and the Earth Worms, Wiltse Kindergarten Stories, p. 181. 
Story, Little Brother, Wide Awake First Reader. 
Story, Cleanliness, Wide Awake Second Reader, p. 146. 
Grade II. 

Story, Little Brother, Wide Awake First Reader, p. 146. 
Story, Cleanliness, Wide Awake Second Reader, p. 146. 
Grade III. 

Stories, Ones used in Grade I and II, or others. 

Dramatization, Cleanliness, Bulletin 54, Training in Courtesy, De- 
partment of Interior. 

ORDERLINESS AND NEATNESS 
(Two Lessons) 
This topic is closely related to cleanliness and the example set in the 
home and by the teacher counts much. Teacher's desk will be a model. 
Neatness of hair, dress, shoes, shoe strings, and handkerchief will all be 
noted by the children. The teacher may set a standard by her personal 
appearance and by her requirement regarding the blackboard, desks, floor, 
school yard, care of books and preparation of lesson papers. 
Suggestions. 



GRADES I, II AND III 25 

1. Set an example by personal appearance and work. 

2. Plan for three lessons — applicable to home and school, 
a — Personal appearance. 

b — Caring for one's possessions — desk, wraps, room, playthings, lunch, 

bicycle. 
c — Care of possessions common to the group — floor, blackboard, home 
yard, school yard, public playground. 
Aids to the Teacher. 
Grade I. 

Story, Story of a Mouse, Wiltse Kindergarten Stories, p. 19. 
Song, The Garden, C. Bailey's Songs of Happiness, p. 26. 
Song, The Pussy, C. Bailey's Songs of Happiness, p. 112. 
Song, Neatness, Over the Top Singing, Modern Health Crusade, p. 2. 
Grade II. 

Story, The Fairy Who Came to Our House, C. Bailey's "For the Chil- 
dren's Hour," p. 29. 
Song, The Pussy, C. Bailey's Songs of Happiness, p. 26. 
Song, Neatness, Over the Top Singing, Modern Health Crusade, p. 2. 
Grade III. 
Stories, Suggested in second grade list. 
Songs, Suggested in second grade list. 

PUNCTUALITY 
(One Lesson) 

This virtue should be given due emphasis during the period of habit 
formation. To be tardy at a meal shows lack of consideration for the host- 
ess, be it mother or some other lady. To be tardy at school shows lack of 
consideration for the other pupils, for the teacher, and also for those who 
make school possible. 
Suggestions. 

1. Be punctual in home duties. 

a — Suppose mother was so late with dinner that you are late to 
school. 

2. Be punctual in school duties. 

a — Suppose the teacher slept so late she did not come to school. 

3. Form habits of punctuality for all times. 

a — Suppose the trainmen did not run on schedule time — what danger? 
b — Suppose the banks did not open at any regular time — but when 

the cashier pleased, 
c — Suppose the Sunday school superintendent announced that the 
Christmas program would come in June because the weather 
would be nicer. 
Aids to the teacher. 

Story, The Race, Story Hour Reader, book I, p. 55. 
Story, The Race, Free-Treadwell, book II, p. 16. 
Story, The Fairy Shoes, Elson's Third Reader, p. 23. 
Story, He Did Not Hesitate, Young American Readers, Civic Duty, p. 3. 
"Lessons in Americanism," The Short. Constitution, Martin J. Wade. 



26 COURSE IN CITIZENSHIP 



CO-OPERATION 



(Two Lessons) 
By co-operation is meant working together. Each child must learn to 
take his place in the group. The interest which has centered in self should 
be trained to include others. The purpose is to help the child realize his 
membership in the group and the necessity for co-operation and personal 
responsibility. 
Suggestions. 

1. Relationship of the home life. 

a — Father — What he does toward the home life, including pleasures, 
b — Mother — What she doe3 toward the home life, including pleasures, 
c — Children — Get what from others, give what to others? 

2. Group relationship in the school. 

a — Captain of the team on the playground — each pupil takes respon- 
sibility for his or her part of the game. 

b — Housekeeper from their own group to assist the teacher in keeping 
room tidy. 

c — Advantages of organized co-operation: 

1. Doing of many things one could not do alone. 

2. Enjoyment of working together. 

3. Training in teamwork and social spirit. 

3. Sharing in the community life. 

a — Third grade pupils are not too young to have civic pride, 
b — They enjoy being active members of the community. 
c — Civic pride is cultivated by activity. 

By sharing the responsibility of keeping the park, streets, 
and lawns neat and tidy, the child develops an appreciation 
of co-operation. 
Aids to the teacher: 
Grade I. 
Fable, The Ant and the Cricket, Aesop. 
Story, The Open Gate, Mother Stories, Lindsay. 
Story, Dust Under the Rug, Mother Stories, Lindsay. 
Story, The Legend of the Great Dipper, Kindergarten Stories, Wiltse, 

p. 54. 
Story, The Little Red Hen, Winston Readers, Primer, p. 116. 
Story, Henny Penny, Winston Readers, Primer. 
Story, The Old Woman and Her Pig, Winston Primer. 
Singing Game, Ten Little Indians, Singing Games for Children, Flana- 
gan. 
Poem, Gentlemen Gay's Thanksgiving, Primary Plans, Supplee, p. 

71. 
Story, Our Helpers, Horace Mann First Reader, p. 83. 
Grade II. 

Story, The Raindrop, Winston First Reader, p. 38. 
Story, Finding the Stars, Winston First Reader, p. 106. 
Story, Little Half Chick, Winston Second Reader, p. 37. 
Story, The Golden Blackbird,. Winston Second Reader, p. 103. 



GRADES I, II AND III 



27 



Singing Game, Ten Little Indians, Singing Games for Children. (A. 

Flanagan Co.) 
Singing Game, Leeby Lee, Singing Games for Children. (A. Flanagan 

Co.) 
Games, To train in team work. 

Story, One Good Turn Deserves Another, Jones Second Reader, p. 158. 
Story, The Five Birds, (sharing). 
Grade III. 
Story, Billy, Betty, and Ben and the Circus, The Golden Ladder, by 

Sneath and Hodges. 
Story, A Quarrel Among Quails, The Golden Path, Sneath and Hodges. 
Poem, The Three Bugs, Poems of Alice Cary. 
Story, Palma's Friend, The Junior Four Minute Men, Nov. 15, 1918. 

School Bulletin No. 4. 
Stories, Our Home and Personal Duty, Young American Readers. (John 

Winston Co.) 
Game, Turning the Wreath, Popular Folk Games and Dances. (A. 

Flanagan Co.), p. 26. 
Games, To' Train in Team Work, Singing Games for Children, p. 43. 
Verses, Wind (p. 149), Seed (p. 153), Growing (p. 154), Rain (p. 186), 

Primary Plans, Supplee. 
Keeping Your Town Beautiful, Chap. XIV, What To Do for Uncle Sam. 
Story, Goody Two Shoes, Baldwin and Bender Third Reader, p. 11. 

COURTESY, SYMPATHY AND APPRECIATION 



Social Side: (Two Lessons) 
Some time has been spent on this topic under the head of manners. Here 
it is the intention to be more general and to give added opportunities for 
practice. 
Suggestions: 

1. Courtesy — sympathy — appreciation — as shown to our associates, mem- 
bers of our family, guests, playmates, neighbors. 

2. Courtesy on the street. 

a — Speaking in kindly way to all the people we know. 

b — Being polite in meeting or aiding strangers. 

c — Never laughing at people strange in dress, or ways. 

d — Not obstructing the walk or highways. 

e — Stepping aside to give place to ladies or elders. 

3. Courtesy in public places: 
a — Be on time. 

b — Sit quietly, avoid loud voice or noisy manner. 
c — Keep mind on program in progress. 

d — Avoid shoving for place or otherwise taking undue advantage. 
Aids to the teacher. 
Grade I. 

Song, Good Morning, Songs of Happiness, C. Bailey, p. 97. 

Song, Good Morning. The Children's Year, Grace W. Conant, p. 1. 

Song, How Do You Do, My Partner, The Children's Year, Conant, p. 8. 



28 COURSE IN CITIZENSHIP 

Song, Daisies, The Children's Year, Conant, p. 36. 

Song, Good Morning Song, Kindergarten and First Year Music, Hollis 
Dann, p. 75. 

Song, Good Afternoon, Hollis Dann. 

Story, The Boy and the Goat, Winston Primer. 

Story, The Little Porridge Pot, Winston First Reader, p. 94. 

Story, The Elephant, Wiltse Kindergarten Stories, p. 193-4. 

Singing Games, Visiting games, Children's Singing Games, (A. Flana- 
gan Co.) p. 13. 

Singing Games, Hansel and Gretel Dance, Children's Singing Games, 
p. 40. 

Singing Games, Social Dance, Children's Singing Games, p. 41. 

Dramatization, Christmas Tree, Natural Method Primer, p. 110. 

Grade II. 

Story, The Story of the Three Pigs, Winston Second Reader, p. 2. 

Dramatization, The City Mouse and the Country Mouse, Winston Sec- 
ond Reader, p. 225. 

Poem, The Little Boy's Goodnight, Natural Method Second Reader, p. 
255. 

Songs, All suggested under list for Grade I. 

Singing Game, London Bridge, Children's Singing Games, A. Flanagan Co. 

Singing Game, Round and Round the Village, Children's Singing 
Games, p. 13. 

Singing Games, Oats, Peas, Beans, and Barley Grow, Children's Sing- 
ing Games, p. 16. 

Singing Game, Visiting Game, Children's Singing Games, p. 31. 

Singing Game, Social Game, Children's Singing Games, p. 41. 

Victor Record No. 17210, I Wish You a Very Good Day. 
Grade III. 

Stories, songs and games suggested for Grades I and II. 

Dance, Children's Dance, Popular Folk Games and Dances, A. Flanagan, 
Co., p. 32. 

Dance, Sandal Polka, Popular Folk Games and Dances, p. 32. 

Dramatization, Behavior on the Street Cars, Bulletin 54. 

Training in Courtesy, Department of the Interior. 

Victor Record No. 17210, I Wish You a Very Good Day. 

Story, Good Night and Good Morning, Baldwin and Bender Third 
Reader, p. 162. 

Poem, Good Night Poem, Baldwin and Bender Third Reader, p. 250. 

Lessons in Americanism, Martin J. Wade. 

KINDNESS TO ANIMALS 

(Two Lessons) , 

How the children name their pets and tell of their acts. What can we 
do for our pets? Of what value are birds? How may we care for them? 
Tell stories of pets we have read about. Read of Hiawatha's pets. 
Suggestions: 



GRADES I, II AND III 29 

1. Our friends — bird, insect, fowl and animal life — we may have friends 
such as "The Cricket on the Hearth", "The Carrier Pigeon", "The 
Little Red Hen", "Beautiful Joe", "Black Beauty", etc. 

2. Protection of animal life — making bird houses, caring for pet dog, 

cat, rabbit, birds — killing only harmful ones. 

3. Study of habits of animal life — bee, ant, bird, beaver, mole, gopher, 
squirrel, etc. 

Aids to the teacher: 
Grade I. 

Story, Winter Preparations of Animals, Primary Plans, Supplee, p. 61. 

Story, Hiawatha and the Rabbit, Primary Plans, Supplee, p. 78. 

Poem, Plum Turkeys Are We, Primary Plans, Supplee, p. 82. 

Story, Woodpeckers, Primary Plans, Supplee, p. 116. 

Story, Owl, Locusts and Wild Honey, Primary Plans, Supplee, p. 119. 

Poem, The Robin, Primary Plans, Supplee, p. 167. 

Poem, A Secret, Primary Plans, Supplee, p. 167. 

Song, The Owl, Gayner, p. 79. 

Story, Thanksgiving Story, Wiltse Kindergarten Stories, p. 77. 

Song, The Crickett, Songs of Happiness by C. Bailey, p. 32. 

Song, The Little Land, Songs of Happiness by C. Bailey, p. 34. 

Song, The Bee, Songs of Happiness by C. Bailey, p. 38. 

Song, The Busy Ants, Songs of Happiness by C. Bailey, p. 42. 

Song, The Chickadee, Songs of Happiness by C. Bailey, p. 50. 

Song, I Love Little Pussy, The Children's Year, Grace Wilbur Con- 
ant, p. 35. 

Song, Pido and His Master, Progressive Bk. I, p. 7. 

Song, The Bird's Breakfast, Progressive Bk. I, p. 115. 

Song, The Little Trails Are Spinning, Modern Primer, p. 101. 

Song, Robin's Return, Modern Primer, p. 16. 

Victor Record No. 17380, The Whistler and His Dog. 

Lessons in Americanism, Martin J. Wade. 
Grade II. 

Poem, The Cow, Stevenson's Poems, p. 58. 

Story, A Brave Dog, Natural Method Reader, p. 84. 

Poems, Robin's Secret, Natural Method Reader, p. 97. 

Song, A Hunting We Will Go, First Year Music, Hollis Dann, p. 88. 

Song, Fuzzy Wuzzy Caterpillar, Child Land Book II, p. 12. 

Song, Funny Little Bunny, Child Land Book II, p. 31. 

Game, Rabbit in the Hollow, Popular Folk Games and Dances, A. 
Flanagan Co., p. 21. 

Game, The Shepherd Maiden, Popular Folk Games and Dances, A. 
Flanagan Co., p. 23. 

Victor Record No. 16835, Birds of the Forest. 

Stories and Songs Suggested under Grade I. 

Story, Ginger, Reading, Literature Third Reader, p. 177. 

Story, Black Beauty, Literature Third Reader, p. 167. 

Story, A Dog of Flanders, Literature Third Reader, p. 149. 

Story, Dicky Daddlest (pet crane) Baldwin and Bender Second Reader, 
page 151. 



30 COURSE IN CITIZENSHIP 

Grade III. 

All suggested under Grade II. 

Story, Black Beauty, Reading, Literature Third Reader, p. 167. 

Story, Ginger, Reading, Literature Third Reader, p. 177. 

Story, A Dog of Flanders, Literature Third Reader, p. 149. 

Story, Hiawatha's Pets, Longfellow's Hiawatha. 

Song, Frogs and Toads, Lyric Primer, p. 111. 

Victor Record No. 17174, Sweet Bird. 

Victor Record No. 16835, Birds of the Forest. 

Study, Saving the Wild Fowl and Birds, Chapter VI. What To Do for 

Uncle Sam. 
Study, Being Bird and Lords, p. 161, What To Do for Uncle Sam. 
Study, Being Kind to Animals, Chapter VII, What To Do for Uncle Sam. 
Story, The Talkative Tortoise, The Golden Path, Sneath and Hodges. 
Story, Beautiful Joe. 

Story, Friends at the Farm, Baldwin and Bender Third Reader, p. 190. 
Story, Robin Redbreast, Aldine Reader (Third), p. 114. 

TRUTHFULNESS 
(Two Lessons) 

The business of the world depends on truthfulness. The truthfulness of 
the world is the truthfulness of each citizen. 
Suggestions: 

1. Necessity for truth. — We expect the postman to tell the truth when 
he says we have no mail. We expect the grocer to tell the truth 
when he says the candy is worth ten cents. We expect the ticket 
agent to tell the truth when he says the train is twenty minutes late. 
We expect the train flagman at the crossing to tell the truth when 
he does not wave his sign, telling us danger is near. The business 
of the world demands the truth. 

2. Ways to tell an untruth. A half truth is as bad as a lie. We may 

tell an untruth by 
a — Letting people think a thing is so when it is not so. 
b — By telling only a part of the facts. 
c — By our manner or by the expression of the face. 
d — By making a fact seem smaller or larger than it is. 

3. Frequent causes for untruths. 
a — To appear bigger or wiser. 

b — To cover a wrong^in self or others. 

c — To save others from worry (extreme cases) 

4. Effects of untruthfulness and of truthfulness: 
a — Effect of lying on the one who does it, 

"Dare to be true; nothing can need a lie." 

c 

Aids to the teacher: 
Grade I. 

Story, Wolf, Wolf, First Readers. 

Story, on page 21, Stephenson's Garden of Verse. 

Story, The Lion and the Mouse, Wiltse Kindergarten Stories, p. 43. 

Story, George Washington and the Cherry Tree. 



GRADES I, II AND III 



31 



Grade II. 

Story, Wolf, Wolf, First Readers. 

Verse, p. 21, Stephenson's Garden of Verse. 

Story, George Washington and the Cherry Tree. 

Story, The Necklace of Truth, Easy Road to Reading, Third Reader, 

p. 47. 
Story, What the Clock Said, Baldwin and Bender Third Reader, p. 36. 
Grade III. 

Story, What Happened to Cuddy, Third Readers. 

Quotations, "My strength is as the strength of ten, because my heart 

is pure." Tennyson. 
"Shame knew him not, he dreaded no disgrace, 

Truth, simple truth, was written on his face." Crabbe. 
Story, The Necklace of Truth, Easy Road to Reading, Third Reader, 

p. 47. 
Story, Who Stole the Bird's Nest, Reading, Literature, Free and Tread- 

well, p. 69. 
Story, Speak the Truth, Baldwin and Bender, Third Reader, p. 167. 
Story, What the Clock Said, Baldwin and Bender, Third Reader, p. 36. 
Lessons in Americanism, Martin J. Wade. 



HONESTY 

(Two Lessons) 
Honesty is in a way the same as truthfulness but in a narrower sense, 
"Honesty is that sense of right which makes it impossible to take or use 
that which does not rightfully belong to us." 
Suggestions: 

1. We show our honesty by the way we do our tasks, 
a — How did "Honest Abe" win his name? 

b — By doing our tasks as well as we can whether anyone is looking 
or not. 

2. We show our honesty by playing fair in our games. 

a — By learning lessons well, with no copying from anyone. 

b — By taking good care of borrowed articles and returning them 

promptly. 
c — By being willing to share favored places with others. 

3. We show our honesty by correcting errors we find we have made, 

or in acknowledgment and righting our wrongs we have done, 
a — By acknowledgment of the breaking of a window and getting a 

new one — if we have such an accident, 
b — What is a coward? 

c— If we commit a w r rong, how can we escape being a coward? 
d — What is the relation between honesty and honor? 
e — Illustrate by stories of King Arthur and His Knights. 
Aids to the teacher: 
Grade I. 

Story, The Stolen Corn, For the Children's Hour, C. Bailey, p. 68. 
Story, The Borrowed Book, Lincoln the Young Man, Deming and Bemus. 
Song, Lady Bird, First Year Music' Hollis Dann, p. 62. 



32 COURSE IN CITIZENSHIP 

Grade II. 

Story, The Proud Crow, Aldine Second Reader, p. 8. 

Stories, King Arthur and His Knights, Tennyson. 

Stories, Those listed under Grade I. 

Dramatization, Fair Play, Bulletin No. 54, Training in Courtesy, Dept. 
of Int., p. 3S. 

Quotations, "Honesty is the best policy," B. Franklin. 

Story, Give Heed to Little Things, Jones Second Reader, p. 152. 
Grade III. 

Quotations, "An honest man's the noblest work of God." B. Franklin. 

Story, The Stolen Corn, For the Children's Hour, C. Bailey, p. 68. 

Song, Lady Bird, First Year Music, Hollis Dann, p. 62. 

Story, "The Borrowed Book" from Lincoln, the Young Man, by Deming 
and Bemus. 

Dramatization, Fair Play, Bulletin No. 54, Training in Courtesy, p. 38. 

Stories, King Arthur and His Knights, Tennyson. 

Story, Give Heed to Little Things, Jones Second Reader, p. 152. 

Lessons in Americanism, Martin J. Wade. 

COURAGE 

An effort is here made to help a child to overcome timidity, and hes- 
itancy, to rely on self, to endure physical hardships and develop courage 
to stand for what he believes is right in spite of opposition. 
Suggestions: 

1. Physical Courage — 

a — Fear of animals or nature. 

Children who are told stories about animals and the happenings 
of nature need never fear harmless animals, the dark or storms. 
The teacher should wisely influence children to develop natural 
courage in regard to these things and help those who are afraid 
to overcome such fears. Destroy superstitions regarding thun- 
der, spiders, dark, etc. 
b — Fear of pain. 

We admire a child who does not cry over accidental hurts on 
the playground; one who is a good soldier when he gets vac- 
cinated or visits the dentist. Fear or hurt conquered once, be- 
comes less when met a second time. 

2. Moral Courage — 

a — Cultivate the courage to stand erect before others, look them 

squarely in the eye and say or do the thing planned, 
b — Practice doing things before others until self-possession and poise 

are natural. 
c — Cultivate the courage to always act and speak the truth. 
d — Cultivate the courage to meet and overcome difficulties. 
e — Cultivate the courage to go ahead if right but also to profit by 

criticism, 
f — Cheerfulness — courage to minimize discouragements for sake of 

associates and friends. 



GRADES I, II AND III 



33 



Aids to teachers: 
Grade I. 

Story, How the Robin Got Its Red Breast, Natural Method Second 
Reader, p. 79. 

Story, How the Home Was Built, C. Bailey's for the Children's Hour, 
p. 39. 

Poem, Somebody's Knocking, Parmly Third Reader, p. 147. 
Grade II. 

Story, Same as Grade I and III. 

Story, The Leaf's Journey, Aldine Second Reader, p. 64. 

Story, William Tell, Parmly Third Reader, p. 182. 

Story, Hansel and Gretel, Third Reader, p. 100. 

Poem, The Fairies, Easy Road to Reading, Third Reader, p. 40. 
Grade III. 

stories, Same as for Grade I. 

Quotations: 
"Not all the names of heroes are to be found in history." 
"Cowards are cruel; but the brave 
Love mercy, and delight to save." 
"Dare to be a Daniel; dare to stand alone. 
Dare to have a purpose true, and dare to make it known." 

History Stories, Magellan the Idler Becomes Ambitious, p. 63, Founders 
of Our Country, Am. Book Co. 

History Stories, Columbus Sticks to His Strong Purpose, p. 13, Founders 
of Our Country, Am. Book Co. 

History Stories, The Father of Georgia, p. 253, Founders of Our Coun- 
try, Am. Book Co., (Has the courage to make a home for the out- 
casts of England.) 

Story, The Mouse Who Was Not Afraid, Easy Road to Reading, Third 
Reader, p. 19. 

Poem, The Rain, Harp, (To overcome fear of wind) Easy Road to 
Reading, p. 162. 

Poem, Windy Nights, Easy Road to Reading, p. 54. 

Reading, Cheerfulness, A kind of bravery, Bulletin No. 54, p. 36, (Train- 
ing in Courtesy, Dept. of Int.) 

Story, Young Dandelion, Aldine Third Reader, p. 145. 

Story, The Knight of the Silver Arrows, Aldine Third Reader, p. 136. 

Lessons in Americanism, Martin J. Wade. 

FAIR PLAY 



(Two Lessons) 

"Playing fair and sticking to the rules of the game will help to make 
of any boy or girl an honest man or woman." Play in group contests will 
teach the value of team work. 
Suggestions: 

1. Playing fair means observing the Golden Rule in work and play, 
a — Should one child always be hunter or catcher in a game? 



34 COURSE IN CITIZENSHIP 

b — Who has a right to use the apparatus on the playground? 

c — How can we play fair with new children who come into our 

community? 
d — How can we play fair with smaller or weaker children? 
e — How can we play fair with children whom we do not like? 

2. Playing fair means being unselfish. 

a — Do we share our playthings, our games, our time? 

b — Do we plan to help little brother or sister have a good time? 

c — How can our unselfishness help mother, father, teacher, friend? 

3. How playing fair helps us and others. 

a — Playing fair to father and mother helps them to make a good 

and happy home, 
b — Playing fair at school helps in making school life happy and 

valuable, 
c — Playing fair in our community means we do not "pay back" for 
slights or wrongs. 
Aids to the teacher: 
Grade I. 

Rhyme, Pussy and I, Winston First Reader, p. 49. 

Story, The Three Bears, Winston Primer. 

Story, The Greedy Cat, Winston First Reader, p. 20. 

Story, The Three Goats, Winston First Reader, p. 28. 

Story, The Ugly Duckling, Wiltse Kindergarten Stories, p. 201. 

Golden Rule, "Whatsoever you would that men should do to you, do 
you even so to them." Matthew 7:12. 

Singing Game, The Muffin Man, p. 19, Children Singing Games (Flan- 
agan). 
Grade II. 

Story, The Stone in the Road, Winston Second Reader, p. 61. 

Story, The Frog's Offer, Winston Second Reader, p. 78. 

Story, The Selfish Jackal and the Sheep, Natural Method 2d Reader, 
p. 133. 

Story, Fun for the Boys, Winston Second Reader, p. 18. 

Dramatization, The Traveler and the Bear, Winston Second Reader, 
p. 101. 

Golden Rule, Quoted under Grade I list. 

Singing Games, Progressive Road Book I, p. 55, 71, 72, 91, 93, 95. 

Story, Three of Us Know a Secret, Aldine Second Reader, p. 91. 
Grade III. 

Dramatization, Fair Play, Bulletin 54, (-Training in Courtesy, Depart- 
ment of Interior). 

Story, The Selfish Jackal and the Sheep, Winston Second Reader, p. 133. 

Story, Fun for the Boys, Winston Second Reader, p. 18. 

Game, Swedish Gymnastic Dance, p. 17, Popular Games and Dances, 
(Flanagan). 

Game, Stealing Sticks, (Ammunition by the Minute Men), Ganee XII, 
Iowa State Teachers College Extension Office. 

Singing Games, Progressive Book I pp. 55, 71, 72, 91, 93, 95. 

Verse : 



GRADES I, II AND III 



35 



"Be to others kind and true 
As you'll have others he to you; 
And neither do nor say to men 
What e'er you would not take again." 

CARE OF PROPERTY 

(Two Lessons) 

Suggestions: 

1. Meaning of personal property. 

a — This is mine. I earned it hy my own efforts. 

This is mine. I bought it with my own money — money that I, 

myself, earned. 
This is mine. Some one who owned it, gave it to me. 
This is mine. I gave for it something I had a right to' give 
away and received it from one who earned it by his own efforts, 
b — Care I should give my property, 
c — Care others should give my property if I loan it to them. 

2. Property of others. 

a — Why it belongs to a particular person, 
b — What rights he has with it. 
c — Care he owes it. 
d — Care I give it, if loaned to me. 

e — Respect due the property, clothing, speech, manners, and ideals 
of others. 

3. Taking what does not belong to me. 

a — Why it is wrong to "swipe," "hook," or steal apples, melons, 

grapes, etc. 
b — If you learn that you committed a wrong, not knowing it at the 
time, what should you do? 
Tell the story of Abraham Lincoln as a clerk in a store. He used 
the wrong weight in measuring out a pound of tea to a 
customer. Although it was night, he walked four miles 
to deliver the remainder of the pound of tea. 
c — How does this apply to the copying of lessons, taking another's 
idea, taking credit that belongs to some one else. 

4. Vandalism — wilful or ignorant destruction. 

a — Is it right to mark on walls of buildings, to scratch or cut names 
on public property, such as school desk, trees, sidewalks? 

b — It is wrong either to destroy or to render of less value the prop- 
erty of another by marking, cutting, breaking or by any other 
means. 

5. General Questions. 

a — To whom does the home, school, park, library belong? 
b — Who should care for the home? (All who share it). 

The school house? The park? The library? 
c — Who should care for your clothing? Your books? Your toys? 

Your desk? 
d — What is the meaning of "To destroy a park tree is as sensible 

as to throw your own ball in the river"? 



M COURSE IN CITIZENSHIP 

e — What do you think about the habit of throwing candy sacks on 
the street, newspapers in the park, paper on the school yard 
or floor? 
f — Why is it wrong to strike a neighbor's dog? To break a globe 

on a street light? To break windows in an empty house? 
g — What can we do to take better care of our property? How have 
you seen the Boy Scouts help? 
Aids to the teacher: 
Use any material suitable. 

THRIFT AND INDUSTRY 

(Two Lessons) 

Even in the beginning of school life when tasks are far from serious, 
there are efforts which may be made in the true spirit of work — the spirit 
which leads them steadily on until the end, for which the effort is made, 
is accomplished. Though the way may be happy, the great pleasure is 
in the attainment. 
Suggestions: 

1. Self help in the home. 

a — Dressing in the morning, 
b — Getting ready for school, 
c — Undressing for bed. 
d — Feeding one's self, 
e — Caring for possessions, 
f — Entertaining one's self, 
g — Entertaining playmates. 

2. Self help in the school, 
a — Making friends. 

b — Caring for lunch, wraps, books. 

c — Preparing lessons. 

d — Taking one's own part. 

3. Cultivation of the work attitude — keeping at the work until one's 

purpose is completed, 
a — Give opportunities for growth of diligence and perseverance — 
plan regular schedule of lessons and study. 
Demand that tasks be completed and not neglected, 
b — The child must see the end — a "good" from his childish point of 

view. 
c — Show examples of workers. 

Men and women noted for what they have accomplished, animals 
that work — bees, ants, squirrels, 
d — Show results of lack of purpose or ambition. 

The boy who idles while his mother or sister waits on him. 
The girl who lets her tired mother wash the dishes. 
The man who allows his wife to earn for the family needs. 
e— Signs of thrift. 

The savings account, pet calf, doing of errands or odd jobs 
for money. 



GRADES I, II AXu III 



37 



Saving for tomorrow's need. 

The home garden gives food for the summer and much to be 

stored for the winter. 
Father saves money for later use, for times of sickness, for 

other purposes. 
Squirrels store nuts for the season when they can find none. 
Savings bank, Thrift or War Savings Stamps. 
Aids to the teacher: 
Grade I. 

Story, Amy Stewart, Wiltse Kindergarten Stories, p. 129. 
Story, Hercules and the Wagoner, Wiltse Kindergarten Stories, p. 196. 
Story, The Crow and the Pitcher, W T iltse Kindergarten Stories, p. 197. 
Story, The Little Red Hen, Winston Primer, p. 116. 
Song, The Squirrel, C. Bailey's Songs of Happiness, p. 48. 
Song, Baker, C. Bailey's Songs of Happiness, p. 78. 
Song, Carpenter, C. Bailey's Songs of Happiness, p. 81. 
Song, The Fireman, C. Bailey's Songs of Happiness, p. 82. 
Song, The Policeman, C. Bailey's Songs of Happiness, p. 83. 
Song, The Shoemaker, C. Bailey's Songs of Happiness, p. 84. 
Song, The Postman, C. Bailey's Songs of Happiness, p. 86. 
Song, The Street Cleaner, C. Bailey's Song of Happiness, p. 87. 
Song, The Umbrella Man, C. Bailey's Songs of Happiness, p. 88. 
Song, Blocks, C. Bailey's Songs of Happiness, p. 90. 
Songs, The Ballad of the Little Red Hen, C. Bailey's Songs of Happiness, 
p. 116. 
Grade II. 
Dramatization, Lucky Hans, Natural Method Second Reader, p. 99. 
Dramatization, The Ant and the Grasshopper, Natural Method Second 

Reader, p. 144. 
Story, Miss Grasshopper Gay, Wide Awake Reader (Second), p. 69. 
Story, The Stonecutter, C. Bailey's for the Children's xiour, p. 96. 
Song, The Little Cobbler, First Year Music, Hollis Dann, p. 18. 
Song, Mother Dear, Child Land, Book II, p. 17. 
Song, The Postman, Child Land, Book II, p. 23. 
Song, The Friendly Policeman, Child Land, Book II, p. 25. 
Song, The Gallant Fireman, Child Land, Book II, p. 25. 
Song, The Carpenter at Work, Child Land, Book II, p. 96. 
Story, If You Want Any Dinner, Horace Mann First Reader, p. 63. 
Story, They All Work for a Living, Horace Mann First Reader. 
Grade III. 
Poem, The Boy and the Hoe, Easy Road to Reading, Book III, p. 46. 
Singing Game, Here We Go Round the Mulberry Bush, Children's Sing- 
ing Games, A. Flanagan Co. 
Singing Game, The Garden Game, Children's Singing Gaines, A. Flan- 
agan Co. 
Song, Bee Song, Progressive Book I. 
Song, The Farmer, Progressive Book I. 
Song, Sing a Song of Workshops, Modern Primer, p. 20. 



38 COURSE IN CITIZENSHIP 

Song, Garden Song, Eleanor Smith, Book II, p. 69. 
Dramatization, Lucky Hans, Natural Method Second Reader, p. 99. 
Dramatization, The Ant and the Grasshopper, Natural Method Second 

Reader, p. 144. 
Lessons in Americanism, Martin J. Wade. 

LOVE FOR THE BEAUTIFUL 

(Two Lessons) 

Now and then we meet a person who seems entirely lacking in love for 
the heautiful. There is so much in nature, in music, in art, that they 
have no power to appreciate. It is desirable to so develop the capacity 
for enjoyment of the beauty around, that life will be richer and fuller and 
greater opportunities will be opened up for enjoyment of leisure time. 
Suggestions: 

1. Beauty in nature. 

a — Colors seen out of doors at different seasons. 
At different times during the day. Rainbow, 
b — Flowers we enjoy — prettiest in form, fragrance, color, leaf. 
c — Sun at sunrise, at sunset. 

d — Birds we know. Birds we love. Birds with the sweetest songs. 
The nests of birds, 
"e — Frost on the windows in winter. Ice or snow on trees or buildings, 
f — Beauty in a storm. Clouds. Night-time. 

2. Beauty in art. 

a — Music we enjoy. 

b — Pictures we love to study. 

c — Beauty in architecture, statuary, fountain. 

3. Beauty in literature. 

a — Fairy stories — stories we like to hear many times. 

b — Poems we love to repeat. 

c — Verses we memorize because we like them. 

d — Songs we sing for pleasure. 

4. Beauty in character. 

a — Qualities — sweetness, kindliness, and fairness. 

b — Traits of character as revealed in the face. 

c — Traits of character as revealed in deeds. 
Aids to the teacher: 
Grade I. 

Story, The Bag of Gold, Winston First Reader, p. 56. 

Poem, The Dandelions, Winston First Reader, p. 61. 

Poem, Boats Sail on the Rivers, Winston Second Reader, p. 36. 

Game, The Swing, Winston Second Reader, p. 65. 

Verse, Rain, Stephenson's, p. 71. 

Verse, Stars (1 verse) in Stephenson's, p. 73. 

Verse, Moon, in Stephenson's, p. 73. 

Verse, Wind, in Stephenson's, p. 76. 

Story, Apple Blossoms, Primary Plans, Supplee, p. 184. 

Song, The Rainbow, C. Bailey's Songs of Happiness, p. 24. 



GRADES I, II AND III 39 

Story, Peep Star! Star Peep! Wiltse Kindergarten Stories, p. 93. 
Story, For Willie Winkle, Wiltse Kindergarten Stories, p. 110. 
Story, The Legend of the Cowslip, Wiltse Kindergarten Stories, p. 163. 
Story, What Are the Dandelions? Wiltse Kindergarten Stories, p. 165. 
Story, The Green House With Gold Nails, Wiltse Kindergarten Stories, 

p. 177. 
Grade II. 

Song, Dandelions, First Year Music, Hollis Dann, p. 53. 

Song, Our Beautiful World, Child Land, Book II, p. 37. 

Poem, Rainbow Fairies, Natural Method Second Reader, p. 128. 

Poem, September, W T ide Awake Second Reader, p. 115. 

Story, The Firefly Song, Wide Awake Second Reader, p. 137. 

Song, The Rainbow, C. Bailey's Songs of Happiness, p. 24. 

Song, Do you know the Trees by Name? New Song Book, p. 7, C. A. 

Fullerton. 
Story, Black Swallowtail, Natural Method Second Reader, p. 142. 
Story, Boats Sail on the Rivers, W r inston Second Reader, p. 36. 
Song, The Swing, Winston Second Reader, p. 65. 
Game, The Swing, Winston Second Reader, p. 65. 
Poem, Tiny Little Snowflakes, Winston Second Reader, p. 92. 
Poem, Tell Me Sunny Golden Locks, Primary Plans, Supplee, p. 21. 
Poem, The Milkweed Pod, Primary Plans, Supplee, p. 23. 
Poem, The Pussy Willow, Primary Plans, Supplee, p. 156. 
Story, The Wild Flower Rainbow, Horace Mann Second Reader, p. 90. 
Poem, Wynken, Blynken and Nod, Baldwin and Bender Second Reader, 

p. 161. 
Victor Record No. 64161, Song of the Nightingale. 
Victor Record No. 35324, In a Clock Store. 
Victor Record No. 17719, Mother Goose Lullaby. 
Verse : 
"My heart leaps up when I behold 

A rainbow in the sky, 

So is it now I am a man; 

So be it when I shall grow old 

Or let me die." — Wordsworth. 

"The year's at the spring, 

And day's at the morn, 

Morning's at seven; 

The hillside's dew pearled; 

The lark's on the wing; 

The snail's on the thorn; 

God's in His heaven — 

All's right with the world." — Browning. 
Song, Goodnight, Pretty Stars, Grant Shaffer. 
Poem, Rainbow Fairies, Natural Method Second Reader, p. 128. 
Grade III. 

All Stories or songs quoted for Grade II. 
Story, Little Nannie, Reading, Literature Third Reader, p. 93. 
Stories, Taken from Indian Life. Early Settlers in Iowa. 



40 COURSE IN CITIZENSHIP 

FRIENDLINESS 
(Two Lessons) 

Consideration for others is the basis for all true courtesy. All well 
mannered persons show consideration for others. Say the pleasant and 
courteous things. Forget yourself. Think of others at home, in school, and 
in public. 
Suggestions: 

1. Friendship in the home. 

a — Father and mother are our best friends — we must always be 
considerate and kind to them, 
b — We may show our love to our parents, brothers and sisters, by 
taking delight in serving and helping them. 

2. Friendship in our school life. 

a — The teacher is an unselfish friend. She devotes her time and in- 
terest to the growth and happiness of the pupils. We may 
show our appreciation by being polite, considerate, and helpful, 
b — Our schoolmates are our friends. School friendships last for life. 
We must be good friends in order to have friends. We should 
be kind to all, considerate of those whom we do not admire, 
fair to all, helpful to those in need of our sympathy, and 
thoughtful of those who are out of school on account of illness. 
3. Friendships in our community. 

a — A boy or girl can win the good will of the whole community by 

being ever courteous, friendly, and unselfish, 
b — Have a friendly greeting for the postman, the grocer, the plumber, 
the nightwatch, and the mayor. 

4. Friendships in the realm of books, nature, and animals. 
a — Love for heroes, 
b — Love for flowers. 
c — Love for animal life. 
Aids to the teacher: 
Grade I. 

Story, Lincoln and His Son Tad. 
Story. David and Jonathan (Bible). 
Story, How Jesus Laid Down His Life for His Friends. 
Story, Goops and How to Be Them, Burgess. 
Story, The Little Shepherd, More Mother Stories, Lindsay. 
Story, The Broken Window Pane, More Mother Stories, Lindsay. 
Story, Cinderella, A Book of Fables and Folk Stories, Scudder. 
Grade II. 

Story, Diamonds and Toads, Child Life, Volume II, MacDonald and 

Blaisdell. 
Story, St. George and the Dragon, The Golden Path, Sneath and Hodges. 
Story, Why Violets Have Golden Hearts, The Golden Path, Sneath and 

Hodges. 
Story, The Magic Mask, The Golden Path, Sneath and Hodges. 
• Story, The Talkative Tortoise, The Golden Path, Sneath and Hodges. 
Story, Nixie Bunny, In Manners Land, Sindelar. 



GRADES I, II AND III 



41 



Fable, The Wind and the Sun, Aesop. 

Song, The Postman, Songs of a Child's World, Book II, Riley and 

Gaynor, Jno. Church Co. 
Story, David and Jonathan, Bible. 
Grade III. 
Poems, The Children's Hour, Longfellow. 
Story, The Wilderness Babies, Schwartz. 
Story, Hans and the Wonderful Flower, For the Children's Hour, 

Bailey and Lewis. 
Story, The Mince Pie, For the Children's Hour, Bailey and Lewis. 
Picture, A Helping Hand, by Renouf. 
Picture, The Pet Bird, by Meyer von Brenen. 
Lullaby, The Lullaby of an Infant Chief, The Posy Ring, Wiggin and 

Smith. 
Story, The Shepherd Boy Who Became a King, Old Stories of the 

East by Baldwin. 
Story, Damon and Pythias, Fifty Famous Stories Retold, Baldwin. 
Story, The Snappy, Snappy Turtle, The Golden Deer, Sneath and 

Hodges. 
Story, Helping His Dependent Family, Chap. IX, What To Do for 

Uncle Sam. 
Story, Friendship of the Indians. 

CONTENTMENT 



(Two Lessons) 

Contentment is a virtue if it is a sign of appreciation of the good things 
we have and not a sign of lack of ambition and purpose. It is the opposite 
of envy. 
Suggestions: 

1. Be not envious. 

a — To become discontented with a doll or wagon because some other 

child has one you consider nicer, 
b — To become dissatisfied as soon as the newness has worn off and 

beg for something more. 
c — To want the thing just out of reach. 

2. Appreciate what we have. 

a — Do you know a girl who loves her rag doll more than you do 

your nice one? 
b — Do you know a child that got something she cried for but does 

not care for it now? 

3. Do not make others unhappy by constant complaints and requests. 
a — Do you know a child who always complains? 

b — Do you know a child that is always begging for something? 
Aids to the teacher: 
Grade I. 

Story, The Anxious Leaf, Wiltse Kindergarten Stories, p. 34. 

Story, The story of King Midas, Wiltse Kindergarten Stories, p. 118. 



42 COURSE IN CITIZENSHIP 

Story, The Tale of the Littlest Mouse, C. Bailey's For the Children's 

Hour, p. 45. 
Story, Jamie's Lesson, Horace Mann Second Reader, p. 119. 
Grade II. 

Story, The Donkey and the Grasshopper, Natural Method Second 

Reader, p. 55. 
Story, The Foolish Frog, Natural Method Second Reader, p. 129. 
Story, The Discontented Perch, Natural Method Second Reader, p. 206. 
Story, The Three Wishes, Wide Awake Second Reader, p. 140. 
Story, Jamie's Lesson, Horace Mann Second Reader, p. 119. 
Story, Robert's Sympathy, Jones Second Reader, p. 131. 
Grade III. 

Stories, All listed under Grade II. 

Poem, Wishing, Easy Road to Reading, Third Reader, p. 17. 

Story, How Tommy Learned a Lesson, Baldwin and Bender Second 

Reader, p. 73. 
Story, When the Little Boy Ran Away, Aldine Second Reader. 
Story, The Mountain and the Squirrel, Aldine Second Reader, p. 199. 
Story, Grumbledom, Baldwin and Bender Third Reader, p. 168. 
Song, The Child's Evening Song, New Song Book 13, C. A. Fullerton. 

HAPPINESS 

(Two Lessons) 
Suggestions: 

1. The effect of happiness on us. 

a — Do you know a person who always looks happy? 

p — Who is the happiest person you know? 

c — How do you feel when you meet someone who is grouchy, irritable 
or cross? 

d — How do you feel when you meet someone bubbling over with happi- 
ness? 

2. The good that happiness brings. 
a — Makes us feel better. 

b — Enjoy working with a happy group, 
c — Cheers us if we feel bad. 

3. How. we may show our happiness, 
a — In our faces. 

b — By what we do and say. 

c — By trying to make others happy. 
Aids to the teacher: 
Grade I. 

Story, Good Luck Cricket, Primary Plans, Supplee, p. 35. 
Song, The Little Black Crickets, Primary Plans, Supplee, p. 36. 
Verse, Doing and Giving, Primary Plans, Supplee, p. 91. 
Verse, Little New Year, Primary Plans, Supplee, p. 101. 
Story, My Ship and I, Stevenson, p. 98. 

Story, The Little Pine Tree, Natural Method First Reader, p. 65. 
Song, Contentment, Songs of Happiness, C. Bailey, p. 168. 
Song, Happy Thought, First Year Music, Hollis Dann, p. 11. 



GRADES I, II AND III 43 

Song, The Three Rules, First Year Music, Hollis Dann, p. 13. 

Song, The Robin's Song, First Year Music, Hollis Dann, p. 47. 

Song, Riggetty Jig, New Song Book, p. 5, C. A. Fullerton. 

Story, Family, Baldwin and Bender Second Reader, p. 68. 
Grade II. 

Stories listed under Grade I. 

Songs listed under Grade I. 

Story, A Good Boy, Stevenson, p. 34. 

Story, Foreign Children, Stevenson, p. 95. 

Song, Song of Joy, Child Land, Book II, p. 38. 

Song, Sunbeams, Child Land, Book II, p. 39. 

Song, Mr. Grouch, Child Land, Book II, p. 43. 

Poem, A Good, Baldwin and Bender Second Reader, p. 129. 
Grade III. 

Story, Sir Robert, Easy Road to Reading Third Reader, p. 77. 

Song, Mr. Grouch, Child Land, Book II, p. 43. 

Song, Song of Joy, Child Land, Book II, p. 38. 

Song, Sunbeams, Child Land, Book II, p. 39. 

Song, Three Rules, First Year Music, Hollis Dann, p. 13. 

Song, Happy Thought, First Year Music, Hollis Dann, p. 11. 

Song, Dancing in May, New Song Book, p. 15, C. A. Fullerton. 

Song, The Nightingale, New Song Book, p. 6, C. A. Fullerton. 

Verse, A Merry, Breezy Little March, Primary Plans, Supplee, p. 148. 

Verse, In Snowy, Blowy January, Primary Plans, Supplee, p. 103. 

Story, Good Luck Crickety, Primary Plans, Supplee, p. 35. 

Story, The Threstle, Aldine Third Reader, p. 134. 

Story, The Bluebird, Reading Literature, Third Reader, p. 165. 

Story, Rollicking Robin, Baldwin and Bender Third Reader, p. 182. 

LOYALTY 
(Two Lessons) 
Let us be loyal to the spirit of our country, its history, its tradition, 
principles, and ideals. America prides herself on her home life. We 
must be loyal to our homes, our homefolks. America prides herself on 
her heroes. Let us show loyalty to the memory of Washington, Lincoln, 
John Paul Jones, and others. America prides herself on her flag. Let 
us love the flag and uphold its honor. America prides herself on the tra- 
ditions of the race. Therefore we will study to know and carry out these 
traditions. 
Suggestions on Loyalty: 

1. Ways we may show loyalty to our homes, school, community, and 

nation, 
a — Work for them, 
b — Speak well of them, 
c — Do as they bid us. 
d — Learn our national songs. 

2. Ways we may learn traditions and history. 
a — By reading stories. 

Indian Stories — William Penn and the Treaty. 



44 COURSE IN CITIZENSHIP 

b — By taking part in celebrations and holidays. 
3. How Me may help Uncle Sam keep his holidays, 
a — By learning the real significance of each holiday. 
How should Christmas be celebrated? 
How should July 4th be celebrated? 
Would you think shooting of firecrackers suitable for Christmas 

time? 
How should Memorial Day be celebrated? 
b — By doing those things that put us in the right spirit for the cele- 
bration of each day. 
Rejoicing for Independence Day. 
Memories of service rendered on Memorial Day, 
Pleasure of giving good wishes on birthdays. 
Recalling noble deeds on hero days. 
Aids to the teacher: 
Grades I and II. 
Soldiers, 
Victor Record 17004, Corn Soldiers. 
Song, Soldier Boys, Progressive Book I, p. 22. 
Song, George Washington, New Educational First Reader. 
Singing Game, Soldier Boy, Children's Singing Games, p. 7. 
Singing Game, The King of France, Children's Singing Games, p. 8. 
Singing Game, Here Comes One Soldier Marching, Children's Singing 
Games, p. 9. 
Flags, 

Exercise, The Flag, Primary Plans, Supplee, p. 140. 
Song, The Flag, C. Bailey's Songs of Happiness, p. 70. 
Book, The Story of the American Flag, Henry Altemus Co. 
Hallowe'en, 
Song, Jack-o'-Lantern, Bentley Song Primer. 
Song, The Brownies, Lilts and Lyrics. 
Thanksgiving, 

Story, The First Thanksgiving, Wiggin and Smith, Houghton and 

Mifflin, Pub. 
Song, Thanksgiving Song, Child Land in Song and Rhythm. Jones 

and Barbour. 
Song, Thanksgiving Hymn, Songs for Little Children, Smith. 
Song, Over the Hills and Through the Woods, Modern Music Series, 

Book I. 
Song, Thanksgiving, Primary Plans, Supplee, p. 66 and 67. 
Song, Thanksgiving in the Barnyard, Songs of Happiness, C. Bailey, 

p. 59. 
Story, Thank You, Pretty Cow, The Land of Song, Book I, p. 35. 
Christmas, 

Song, O Little Town of Bethlehem, Christmas Carols, Bryant, p. 57. 

Song, O Christmas Tree, Every Child Folk Songs, Bailey. 

Song, Christmas Hymn, Songs for Little Children, Smith. 

Song, Little Lord Jesus, Primary Plans, Supplee. 

Song, A Christmas Carol, Songs of Happiness, C. Bailey, p. 60. 



GRADES I, II AND III 



45 



Song, A Christmas Party, Songs of Happiness, C. Bailey, p. 64. 
Book, In the Child's World, Paulson, Milton Bradley Co. 
Book, For the Children's Hour, Bailey and Lewis, Milton Bradley Co. 
Easter, 

Song, The Easter Rabbit, Songs of Happiness, C. Bailey, p. 73. 
Story, Egg Rolling at Washington, Primary Plans, Supplee, p. 160. 
Lincoln and Washington days. 

Book, Makers of a Nation, American Book Co. 
Grade III. 

Supplementary list. 
Reading, Keeping Uncle Sam's Holidays, What To Do for Uncle 

Sam, Chapter VIII. 
Reading, Taking Care of His Flag, What To Do for Uncle Sam, 

Chapter XIV. 
Reading, Lessons in Americanism, Martin J. Wade. (Use frequently). 
Reading, Patriotism, What To Do for Uncle Sam, Chapter I. 
Reading, The Pilgrims in Their Three Homes, Houghton, Mifflin Co. 
Reading, Mary of Plymouth, American Book Co. 
Reading, The Kendall Third Reader, D. C. Heath and Co. 
Reading, Abraham Lincoln for Boys and Girls, Ginn and Co. 
Song, Silent Night, Christmas Carols by Bryant, p. 29. 
Song, Little Town of Bethlehem, Christmas Carols by Bryant, p. 27. 
Song, Easter Bells, Eleanor Smith, Book III, p. 170. 
Song, Yankee Doodle. 
Song, Star Spangled Banner. 
Song, America. 

Creed, Selected from Sarah Cone Bryant's Book, "I Am an American", 
(to be studied and learned). 

I am an American. My country is the United States of America. 
My flag is the Stars and Stripes. The Stars and Stripes fly over 
the school I go to, because it is an American school. I go to it 
because it is an American school. It was built with public 
money, and is kept warm and clean with public money, and the 
teacher is paid with public money. "Public" means belonging 
to the people. 
Everyone in my school is protected by the laws of the United 
States of America and by the American Army and Navy. I go 
to school to learn to be a good citizen. All of the people who 
belong to a country either by birth or by choice, are citizens of 
that country. I am an American. 

REVERENCE 
(Two Lessons) 



It may be impossible to create a real feeling of reverence in a child 
of primary grade age. However, an attitude which approaches somewhat 
near this will later develop into reverence, if properly nourished during 
this time. 



46 COURSE IN CITIZENSHIP 

A child has a certain awe with regard to the church — he does not use 
it as he would a vacant store building. He thinks of the flag as more 
than a piece of cloth. He regards the truth as more sacred than a lie. 
So we have much to work on. Psychology teaches that there are three 
steps leading to ethical action. 

1. The individual must understand. He must know what is expected 
of him and the reason for it. His co-operation is more easily enlisted 
if his reason is convinced that the course proposed is reasonable 
and just. 

2. Feeling. A strong feeling for the right must be aroused. A well- 
told story, a verse, a fable, or a song is a more feasible way to arouse 
this feeling than by a lecture or sermon. Moralizing, as such, is 
not a popular method of arousing a desirable feeling. 

3. Will. "Push the resolve to the place where 'I ought' becomes 'I will.' " 

If a child undertakes a task and proceeds to carry it out, he passes 
through these three mental stages. 

If he recognizes his own wrong doing and goes about correcting it, 
he must also go through these three mental stages in the accomplish- 
ment of his task. 

By all means avoid preaching. Let the fact, the sentiment, and the 
appeal to will work its own purpose. 

Use such material as can be found in order to develop right attitude 
of mind toward those things that Americans hold in reverence. 
Lessons in Americanism, The Short Constitution, Martin J. Wade. This is 
exceptionally well adapted for use in schools. 



COURSE IN AMERICAN CITIZENSHIP 

Grades 4, 5 and 6 
SUGGESTIONS TO TEACHERS 

The work in the primary grades has aimed to lay the foundation for 
good citizenship, first by developing in the child some of the fundamental 
civic virtues, and second, by arousing his interest in topics of civic import- 
ance as found in his immediate environment. This study is continued 
through the intermediate grades, but emphasis is laid on group activities 
within the child's experience and to develop in him a conception of the 
privilege of being an American citizen and of the duty he has as a citizen. 

These lessons in grades four, five and six attempt to draw out from the 
pupil's experience what he knows about the community, the town, the 
city, the township and the county government with which he comes in 
contact, as to activities and officers, and to organize that knowledge into 
definite information. 

During these years of the pupil's school experience he is eager to repro- 
duce and the teacher will do well to encourage dramatization wherever it 
fits in to good advantage. Give the pupil problems suitable for his age 
and advancement and encourage an inquiring nature in the pupil. Give 
the pupil a chance to observe and to tell what he has seen. 

Although the committee recommends no particular text to be used in 
these grades, we do suggest that suitable books ought to be placed within 
reach of the pupils and should be encouraged to prepare much of each 
lesson from books as well as from experience. Good books for intermediate 
grades are now rapidly appearing, and the list of books prepared by the 
committee and found in the back of the outline, will be found among the 
best. 

The suggestions for use in the first three grades have sought to bring 
the child to see that he is one of a large group, that to live harmoniously 
with that group he must accept gratefully and gracefully the help the 
group can give him, and that he, in turn, must give his help gladly and 
thoughtfully to others. That interdependence he has seen first in his home 
and later in his school. He has had developed in him a feeling for his 
country and its flag, and has learned, in a general way, that he depends 
on his country and his country depends on him. The personal virtues 
which make good citizens have also been developed. 

These lessons for grades four, five and six attempt to draw out from 
the child's experience what he knows about the city, township, and county 
government with which he comes in contact, as to activities and officers, 
and to organize that knowledge into definite information, also, in view of 
that information, to develop in him a conception of the privilege of being 
an American citizen and of the duty he has as an American citizen. 

It is suggested that the Introductory section and the section on Education 
be used in the fourth grade, the sections on Health, Recreation, and Beauti- 
fying the Community in the fifth grade, and the sections on Communication, 
Protection of Life and Property, Poor Relief, Public Money and Elections in 



4S COURSE IN CITIZENSHIP 

the sixth grade. Each sub-topic was not written as one lesson, as many 

will require several lesson periods for discussion. 

This outline is only suggestive, not exhaustive. Much helpful material 
for elaboration will be found in the books mentioned for reference. 

SOCIAL GROUPS 

Introduction. .The aim in this topic is to bring out the meaning of be- 
longing to a group, with the duties and privileges attached, and to offer 
a general survey of the local township, county and town, with the idea of 
testing the pupils' acquaintance with them. The brief outlines of township, 
county, and city governments are included to give the pupil framework into 
which to fit the information of the later topics. 
I. Belonging to a Group. 

a. The simplest relationship is the individual. 

Recall the story of Robinson Crusoe, pointing out the differ- 
ence between his life and ours due to the fact that he lived 
alone while we live with others. 

b. The first group to which the child belongs is the family. Wht» 

belongs to the family? Make a list of the different members 
of the family. Why do these persons constitute the family? 

c. The next group to which the child belongs is the neighborhood. 

The neighborhood constitutes several families living near 
each other. Who belongs to your neighborhood? People 
get acquainted with each other and have a friendly feeling. 

d. Another group to which we belong is the township. It is a 

geographical area for the purpose of government. It may 
contain several neighborhoods. Still another group is the 
county, which consists of several townships, and yet another 
is the State, and even the Nation. 

1. Belonging to the Family. 

The different members of the family. Place on the board an out- 
line showing the family group. Who are uncles and aunts, and 
cousins, and grandparents? State the obligations of the parents 
toward the children, and of the duties of the children toward the 
parents. Love and affection of the parents for their children. How 
the children may return that love and affection. Children helping 
the parents in the house, in the store or shop and on the farm. 

2. The Neighborhood. 

a. The number of families living in the neighborhood. The number 

of people. Their occupations and professions and business. 

b. The appearance of the neighborhood. How may it be improved? 

Houses, homes, garages, farm buildings, fences, cemeteries, 
schools, churches, school and church yards, streets, roads and 
roadsides, sidewalks, paths, stores. 

Does this neighborhood compare favorably with others you 
have seen? 

c. Modern conveniences for use in the home. Stoves and ranges, 

furnaces, water systems, lighting lamps, gas, electricity, mod- 



GRADES IV, V AND VI 



49 



d. 



e. 



ern tools for work in the house, in the store, on the farm, 
in the factory, or in business. 
Connection with the outside world. Main roads of traffic. 

Kinds of roads, the telephones, telegraph, mail delivery. 
Activities of the people — house entertainments, clubs, school en- 
tertainments, lodges, churches, amusement places. Does this 
neighborhood offer social activities to people of all ages or do 
they go elsewhere to find them? 
3. The Beginning of the Toionship. 

a. Many of the first settlers in Iowa came from the Southern States. 

In the south they were accustomed to the county and they 
had no townships. They naturally established the same kind 
of units of government in Iowa. Later people came from the 
east where they had townships and had been accustomed to 
township government. In the middle eastern states the people 
had three divisions of local government — town, the township 
and the county. 

b. Our first governor, Robert Lucas, came from Ohio and urged 

the legislature of the territory to provide for townships. One 
reason he gave was that it would be easier to provide for 
schools if the counties were divided into townships. He also 
said, "ordinary local business of the county could be carried 
on more conveniently for the people and at a saving of money 
if the townships were created." The legislature of the terri- 
tory, therefore, in 1840, gave the board of supervisors the 
right to divide the county into townships, but it was only 
gradually that townships were introduced. 

c. Townships are usually six miles square and contain 36 sections 

of land. In early times, however, there were few bridges, and 
wherever rivers run through a county the townships are ir- 
regular in shape and size. The board of supervisors gave the 
townships their names. Sometimes they were named after 
early settlers and often after men of national prominence or 
characters of history. Pocahontas county has Fremont, 
Cass, Hamilton, Ellsworth, Scott, Lyon and Lincoln townships. 
Officers in the Township. 

a. Three men known as a board oX trustees are chosen by the 

voters to manage the affairs of the township. Some of the 
things they do are to act as election judges when the general 
elections are held, to act as a board of. health for the town- 
ship, to oversee road making in the township, and to decide 
if the assessor has taxed the people fairly. 

b. The voters choose one man, a township clerk, to keep a record 

of the business done by the board of trustees. An assessor is 
also elected to estimate the value of property for taxing and 
learns what property the person has and how much it is 
worth. 



50 COURSE IN CITIZENSHIP 

c. Two constables are elected to keep order in the township and 
enforce the law. They make arrests of persons offending the 
law. Two Justices of the Peace are elected whose duty it is 
to act as judges and try persons who have broken the law, 
and fix the punishment. 
Our Township. 

a. What is the name of our township and how did the name orig- 

inate? Draw a map of the township, showing the size and 
shape and what townships bound this one. What villages, 
towns or cities are in this township, and what other neigh- 
borhoods are there. Do these neighborhoods have names? 
What are the different occupations of the people in this town- 
ship, and what do most of the people work at? What public 
roads run through this township? Are there any state or 
national highways running through the township? Name the 
rivers, lakes and creeks found here. Are there any parks, 
or picnic grounds or beauty places near here? 

b. Who are the present township officers and when were they 

elected? (The County Auditor compiles a County Financial Re- 
port showing names of township officers, etc.) 
First White Men in Our Neighborhoods and Townships. 

a. Julien Dubuque was the first white man to make Iowa his 

home. Having heard of the lead mines along the Mississippi 
river, he came here to mine lead about one hundred thirty 
years ago. He first heard of the lead through the Indians. 
The Indians owned the land but they gave him permission to 
open the mines, and for many years he made friends of the 
Indians and lived among them. As there was no place in so 
new neighborhood to market his lead ore, or buy supplies, 
Dubuque would place his lead ore on a boat or raft and 
float down the river to St. Louis where he got supplies in 
exchange. Before very long other men interested in mining 
came to live in this community. Fur traders also came in 
these early years, for wild animals w^ere plentiful in Iowa. 

b. Farmers began to come to Iowa a little less than a hundred 

years ago from the Ohio valley and later from the eastern 
southern states.. Some of them came by boat; more came by 
wagon across the plains, the wife driving the ox team, the 
children riding or running behind the wagon, and the man 
driving the cattle. Their first houses were of logs or of 
sod and were usually built along the banks of streams or at 
the edge of woods for shelter. Learn all you can about these 
early settlers and compare them with our people now. Also 
learn of early neighborhoods and how they differ from our 
present neighborhood. Find good books on Indian life and 
tell how the Indians lived when first found by the white 
settlers in Iowa. 



GRADES IV, V AND VI 



51 



4. How Counties Were Made in Iowa. 

a. In the very early years this part of the country did not have 

enough people to make it a territory or a state, so what is 
now Iowa was made a part of the Territory of Michigan. In 
1834 the territorial legislature thought there were enough 
people to warrant dividing the Iowa country into two counties. 
They were named Dubuque and Des Moines counties. It would 
seem queer now if our state had but two counties. As more 
and more people came more divisions had to be made until 
now we have ninety-nine counties. 

b. In early times the county officers were appointed by the gover- 

nor of the territory. Since he was appointed by the President 
of the United States, his home was often not in Iowa, so he 
did not know the people here. Therefore the people soon 
asked Congress to allow them to choose their own officers, 
which it did. 

c. The Iowa counties were named by the state legislature. Like 

our townships many of them are named for our presidents 
or other great men. However we find a number of Indian 
names, some named after men in Iowa, some named after 
presidents. 
The Officers Who Manage County Affairs. 

a. When Iowa was made a state the county was governed by a 

board of three commissioners. Later the people thought it 
would be a good plan to have just one man to manage all the 
county business. However he was poorly paid and often tried 
to get more money by stealing from the county. People grew 
tired of this and finally the state legislature provided for a 
board of supervisors in each county. 

b. At present there are three, five or seven supervisors, as the 

people may desire. They decide what shall be done in the 
county, subject to the laws of the state legislature. If a per- 
son works for the county the supervisors must pass on the 
bill before it can be paid. They decide what poor people 
shall have aid and what kind it shall be. They decide whether 
township taxes are equitably levied and fairly distributed. 
They are responsible for the county buildings — as the county 
court house. They are also, in part, responsible for the build- 
ing of the principal roads of the county. In fact this board 
has much work to do. The county newspapers publish a 
statement of what they do at each meeting. The statement 
gives valuable information to the residents of the county. 

c. There are several other county officers. The auditor acts as 

clerk to the board of supervisors. The treasurer receives the 
taxes and pays out the money spent by the county through 
the board of supervisors. The recorder keeps a record of all 
deeds and other important papers. There are several officers 
connected with the courts, a clerk, a sheriff, who makes ar- 



52 COURSE IN CITIZENSHIP 

rests for the county, a county attorney, who is in charge of 
cases against people accused of crime, a coroner, who investi- 
gates deaths that occur in a suspicious way, and the superin- 
tendent of schools, who has charge of rural schools. 
Our County. 

a. Explain the manner of naming the county. After whom was it 

named? Tell about the first settlers and the first settlements 
made. Read stories of early days in Iowa and tell them in 
class. Tell about the Indian life in this county. What tribes 
were here? Describe the physical features of the county — lay 
of the land, rivers, timber, farm land, villages, towns, 
cities. Size of county. Which is the largest county in Iowa? 
The smallest? 

b. How many townships in this county? Name them. Draw a 

map of the county locating townships, towns and cities, rivers, 
lakes, school buildings in townships, etc. Tell about the dif- 
ferent occupations of the people of the county. Occupations 
of those in the city, and how do they differ from those in 
rural districts? Tell about activities in agricultural, indus- 
trial, commercial and professonal lines. 

Describe the importance of any county seat. Describe our county- 
seat. How large is the county seat? What business in the 
county seat is of interest to all people of the county? 

Name the different officers in the county and give the names of 
the present officers. 
5. How Toivns Grew. 

a. When early settlers began to have grain and stock to sell they 

were in need of a market — a place where there were buyers 
of grain and other produce. They also needed a place to buy 
supplies, which they could not produce on their farms. So 
some men began to build stores and to sell groceries, dry 
goods, boots and shoes and other things required. These 
people naturally gathered in groups and so a village or a 
town was started. 

b. As more and more people moved into a town it was found that 

there had to be certain rules or laws made so that everybody 
might be comfortable, healthy and safe. It was also found 
that because they lived close together they could do many 
things together which farmers could not do because of the 
distance which separated them. For this reason these groups 
of people have a special kind of government which we call 
city or municipal government. For them this takes the place 
of the township government. 

c. The people of the town elect men to decide what shall be done 

in the town. These men make up the city council. The 
council makes rules about how to keep our streets clean, 
how we may have light and gas, how fast we may drive auto- 
mobiles on the street, and many other matters pertaining to 



GRADES IV, V AND VI 



53 



the city or town. The highest officer in the town or city is 
the mayor, who sees that the rules made by the council of 
the town are carried out. 
Our Town. 

a. Tell all about how our town or city began. Who were the first 

people to settle here, and why did they establish the town on 
this particular spot? There are generally good reasons for 
establishing towns and cities at certain places, find out the 
reason for this town. Does the name of this town have any 
particular meaning? 

b. Does the town make a good appearance to a stranger entering 

it for the first time? Why ought the depots and grounds 
around railroad stations be well kept? 

c. How many people live in this town? What do they do to .earn a 

living? Are there many retired from work or business 
living here? What are some of the advantages in living in 
our town or city? What are some of the most important 
duties of citizens towards their town or city? Do all people 
recognize their duties towards the town as well as their 
rights in the town? 

d. What are the principal organizations of the people in town? 

Tell about the schools, the churches, the commercial club, 
business men's clubs, Boy Scouts, Campfire Girls, Y. W. C. A., 
Y. M. C. A., lodges, civic organizations, play grounds, amuse- 
ment parks. 

e. How do you like this town compared with other towns you know 

about? In what ways would you have the town improved? 
Make a list of the things you think the town ought to do. 
How can men and women other than officers help to make the 
town better? How can boys and girls help make the towns 
better? What about clean-up campaigns? 
6. Belonging to the Nation Group. 

a. Think back to the time when the first white people came to 

this country. They belonged to England, or to Holland or 
Spain or Sweden. Most of these early people came from 
England and were known as Englishmen. They finally be- 
came prosperous and wanted to be free to govern themselves. 
The Revolutionary war was fought to free the colonists from 
the government of England. Then people were independent 
to govern themselves and they called their country the United 
States and called themselves Americans. 

b. There are now different ways in which other people coming 

from Europe may become Americans or citizens of the United 
States. A boy or girl born in this country is by birth a citizen 
of the United States. Suppose a family moves here from Den- 
.mark. The father may go to the judge of the District court at 
the county seat and declare that he wants to become an 
American citizen. The court clerk will give him "first papers." 



»4 COURSE IN CITIZENSHIP 

After waiting five years, in which time the man must show 
that he is worthy of becoming an American citizen, he goes 
again to the judge. The judge asks him questions about our 
government and its history and of his intentions to support 
the government and be a loyal person. If his answers are 
satisfactory the man is given his "final papers" or "citizenship 
papers." When the man becomes a citizen his wife and chil- 
dren under age are also citizens, just because he is. Only 
white people and black people may become citizens in this 
way. A Chinaman cannot become naturalized, but one born in 
this country is a citizen by birth. 
Give good definition of citizen, alien, naturalization. What are 
the privileges of citizens? Make a list of these privileges. 
How many of these privileges do non-citizens also have? Name 
privileges had by citizens that are not had by aliens who are 
living here. What are the chief duties of all citizens toward 
their government? State different rights of all citizens and 
then state corresponding duties. What do we mean by being 
loyal citizens of our country? 
7. Other Early Settlements. 

a. Give accounts of the following men and tell where they settled: 
Basil Giard, Louis Honori, Dr. Muir, Antoin Le Claire, Colonel 
George Davenport, Lewis and Clark, Pierre Chouteau, Joseph 
M. Street. 
References: 
Sabin — The Making of Iowa. 
Aurner — Iowa Stories. 

Meyerholz — The Government of Iowa and the United States. 
Horack — The Government of Iowa. 

EDUCATION 

Introduction. The aim of this chapter is to trace the development of 
schools in Iowa and to show how co-operation on the part of all makes 
possible our present school system. 
1. Early Schools in Iowa. 

a. A public school is one of the first things settlers in a new country 
require. Their children must be educated. Even before Iowa 
had a government of its own the people provided schools for 
their children. They realized that if their children were to 
grow up to be useful and successful citizens they must have an 
education so that they could take an intelligent part in the 
government. These early schools were very simple; several fam- 
ilies joined together to hire one teacher for all their children. 
These people did not have much money and could not pay a 
teacher much salary. They generally paid the teacher part 
cash and part in other things such as board and lodging at the 
homes of the children, in wood, in vegetables, in laundry work. 
You will find interest in reading, "The Making of Iowa," by 
Henry Sabin, in the stories he tells about these early schools. 



GRADES IV, V AND VI 



55 



2. The Public School. 

a. After more people had moved in and families were closer together 
it became possible to open public schools. It was better for all 
families to work together than for each family or small group 
of families to provide for their own children. It was just going a 
step farther than the private school. Under this management all 
children, rich or poor, were provided with schools and all tax- 
payers helped pay the expenses by paying the school tax. Think 
of the advantages of our public schools of today over the early 
private schools and even over the early public schools — better 
teachers, better buildings, not so far to school, better books, 
saving of money, and equal privileges for all children. The names 
of Henry Sabin and Homer H. Seerley have been closely asso- 
ciated with the early schools of Iowa. 

3. Our Schools. 

a. The people who compose the school — pupils, teachers, parents. 

Each of these groups is connected w T ith the school. Explain how 
each is part of a successful school. Explain how each group may 
help to make better schools. What constitutes loyalty to the 
school from each of these groups? 

b. Our School Building. How was the land acquired on which our 

building stands? Inquire of your parents or other people who 
formerly owned the land and what it cost when the school author- 
ities purchased it. 
How was the money provided for the grounds and buildings? By 
taxes? When w 7 as the. present building erected? Show how all 
the people co-operated in building this school building by paying 
taxes just as much as if each one had hauled brick and lumber 
or had worked by the day on the building. 

c. How may our school building and grounds be improved and beauti- 

fied? Why ought the school rooms be kept perfectly clean and 
sanitary? What furnishings are necessary for the up-to-date 
school building? Tell about the flag over the building and what 
it signifies to the school and to the public. What kind of meetings 
other than school work are carried on in the school building? 
Is it a community center in this community? Do we have even- 
ing school, or continuation school here? 

d. The Pupil Group. 

Discuss the various reasons why children and young people ought 
to attend school. How long have we had compulsory education 
here in Iowa and what are the ages during which pupils must 
attend school? Who is the truant officer for your school and why 
must he act as an official? Since many children are working 
together in one room, what rules are necessary that all may do 
the best work possible? 

e. The Teacher. 

Who may teach school in the state of Iowa? What is the age 
required and what training must the teacher have? Must she 
have a certificate in order to teach school? Why do men ana 



56 COURSE IN CITIZENSHIP 

women need to attend school longer to prepare to teach school 
than do those who work at some other trades or professions? 
Where does the teacher get her training for teaching? 

f. The Parent Group. 

We cannot have a school unless someone in the community is 
willing to look after the business connected with it. Someone 
must hire teachers, repair buildings, buy coal, provide a janitor, 
and do other necessary things. The parents who are interested 
in having a good school cannot all give their time in looking 
after the school, so they choose certain persons who do exercise 
that authority. What do we call those persons whom the par- 
ents choose to look after the schools?. This office of director is 
a very important one, yet some people do not want to accept it 
because they think it is too much bother. This is another in- 
stance of republican government, where the people select cer- 
tain persons to represent them. The directors are not paid for 
their work and often the people criticise them when school af- 
fairs do not go as they wish, rather than help them and appre- 
ciate their work when they do well. We should honor and 
respect these men and women who are willing to give their 
time to this work. Parents and patrons of the school ought to 
elect only those men and women who will best care for educa- 
tion and for the schools as directors or other school officers. 
Who are the members of our school board, and how long do 
they serve? 

What is the standard of our school? What kind of school is it 
according to classification? 

What is meant by "school spirit?" And what is meant by "fair 
play" in school work and study? 

g. How Our School is Supported. 

1. All persons living in school districts and owning property 

must pay school taxes. These taxes are taken together to 
support our schools. In 1920 Iowa spent over $30,000,000 on 
its schools, or about fifteen dollars for every person in the 
state. How do we get this large sum of money? Is there 
any other way than by school taxes? In some school dis- 
tricts more than half of the taxes collected are used for 
schools. The county treausurer gives to each school board 
the amount it is to use during the school year. 

2. Find out how much the total school tax is for your county. 

This may be found on the back of a tax receipt. Find how 
much money was spent for our school last year. How much 
was that per pupil? What was the tax rate last year for 
school purposes? 

3. Since our schools cost so much we ought to make the best 

use of them. When we hire teachers and pay them several 
hundred dollars per year, pupils ought to strive to learn all 
they can. Our schools are trying to make good citizens out 



GRADES IV, V AND VI 



5< 



of boys and girls, and good citizens do not waste their money 
but they work and get returns for the money they spend. 
Does a boy who plays truant show good business sense? 
Other Schools. 

1. What relationships do we have with other schools of our kind 

in other neighborhoods or parts of the town or city? Do we 
have friendly contests in scholarship and games with them? 
What kinds of contests do we carry on in our schools? 

2. What is the difference between a graded school and a high 

school? Who may attend high school? On what condition 
may a boy or girl enter high school? How many of the 
eighth grade boys and girls of last year entered high school 
this year? What are the advantages of going to high school? 
Is there any relation between education and money earning 
capacity? 

3. Colleges give four years of school work after the completion 

of the high school. What is the purpose of higher education 
such as is found in the college training? Name the different 
colleges in Iowa, and tell of those in your own county and 
city. How are colleges supported — are they all supported in 
the same way? What is the difference between public schools 
and parochial schools? Name different church demoninations 
that maintain schools. What is the difference between a busi- 
ness college and public school in aim and purpose? 

4. Some children in our community may be blind or deaf. They 

could not get along well in our public schools where other 
children attend. What provision does the state make for 
the education of these children? Where are these schools 
located in Iowa, and about how many children are in these 
schools every year? Where do these schools get their sup- 
port? 

Other Places Where People May Learn. 

1. School is not the only place where people may study or learn. 

Many people have had the privilege of attending school 
but a short time, yet they are very intelligent people. Make 
a list of other ways in which boys and girls may study and 
learn in addition to schools. Tell of the value of libraries, 
churches, Sunday schools, clubs, educational motion picture 
shows, art galleries, concerts, etc., as means of education for 
many people. How may educational work be done in the 
home? Give a number of methods of getting home work. 

2. W T hat is the purpose of the library in our school? Where 

does the money come from with which to buy books? How 
many volumes have we in our library? Why do people 
want libraries in their towns and cities? Who controls 
these libraries in their towns and where are the libraries 
located? 



58 COURSE IN CITIZENSHIP g g! >~j ^ 

3. The persons working in the libraries need special training 

for that work. They attend library schools, which are 
often found in colleges and universities. What are the 
duties of the librarian — what does she do? Who deter- 
mines what books to purchase for a town or city library? 
Describe the process of a citizen drawing a book from the 
library and using it. 

4. In the United States the government does not have anything 

to do with the conduct of church or Sunday schools, because 
we believe every person should worship God as he wishes. 
References: 

Sabin— The Making of Iowa. Chapter 22. 

Aurner — Iowa Stories. 

Dole — The Young citizen. Chapter 4. 

Hill — Lessons for Junior Citizens. Chapter 5. 

Willard — City Government for Young People. Chapters 20, 21. 

Wade — Lessons in Americanism. 

HEALTH 

Introduction. The aim of this topic is to show that good citizens must 
have healthy bodies, that the health of the individual is guarded by 
guarding the health of the group, and that certain co-operative means must 
be used to guard the health of the group. 

1. Advantages of Good Health. 

a. In a school in this state last year a pupil had to be absent every 

few days because of ill health. The result was she did not 
pass her grade and so must spend another year in school. She 
lost a whole year's work because she did not possess a strong 
body. 

b. As a child Roosevelt was delicate in health. He was anxious to 

become strong, so he went out west and became a cow-boy, liv- 
ing out of doors most of the time. We know the result was that 
Mr. Roosevelt became a very strong and vigorous man. What 
a difference it made to him in the success and enjoyment of 
life, and in the great work he was able to do. Washington 
and Lincoln, our greatest heroes, were strong, healthy men. 
You cannot imagine either one being sick often. 

c. If we want to succeed in our school work, if we want to enjoy 

life, if we want to be successful in our life work, we must do 
all we can to make our bodies strong and healthy. We can 
decide largely by the habits we form whether we shall have 
healthy bodies. Our hygiene lessons will teach us how to 
acquire and keep strong, healthy bodies. 

2. The Foundation of Personal Health. 

a. Correlation with such facts of physiology as the pupils already 
know. Observe the value of deep breathing of pure air; of 
drinking freely of pure water; of eating moderately of whole- 
some food; of exercising daily in the fresh air; of keeping the 



GRADES IV, V AND VI 59 

body and its surroundings clean; of avoiding exposure to con- 
tagious diseases. Review from your hygiene lessons the points 
necessary for good health. 

3. Disease. 

a. Early peoples used to think that disease was an evil spirit which 

had to be overcome by charms or driven away by certain peculiar 
ceremonies. We have found by study and investigation that 
it is something very different, but we can find a cause and 
thus work against it to prevent its spread. Tell about the 
effect of disease on the human body and some of the things 
it may do if not driven out. 

b. Many different diseases are contagious, that is, they may be 

taken by one person from another directly or from things the 
sick person has used. How do the germs of disease get into 
the body of the second person? The two doorways into the 
body — the nose and the mouth — must be guarded very care- 
fully. Why do we warn people against handling things that 
have been contaminated? Why is it dangerous to put money 
or pencils in the mouth? 

4. Keeping the Xeighborhood Healthy. 

a. The greatest factor in keeping a neighborhood healthy is cleanli- 

ness. Disease germs like dirty or carelessly kept places. 
Cleanliness in the home — the refrigerator, the dish cloth, the 
garbage pail, the baby's bottle. Cleanliness in public buildings. 
Cleanliness and care in public places where food is handled. 
Our state now has inspectors whose duty it is to go about 
and see that bakeries, meat markets, grocery stores and dairies 
be kept clean and sanitary. If we see any place in our town 
that is not clean we can ask a state inspector to come and ex- 
amine the place. 

b. Ventilation in homes or public buildings. This is important be- 

cause some disease germs are carried in the air and they like 
close, hot atmosphere. Warm, close rooms cause the people in 
them to be more ready to receive germs. If there is plenty of 
fresh air the blood will flow naturally and fight off disease. 

c. Water and milk supplies. In 1920 a small town had forty cases 

of typhoid fever at one time. It was found that the town's 
drinking water contained typhoid germs. Such terrible condi- 
tions can now be avoided at much less expense than the money 
cost of one such epidemic. A town must first have a source 
of pure water. What are sources of such pure water supplies? 
Then care must be taken in handling the water through the 
water system. No other water must be allowed to seep in. 
Most towns ought and do have the water examined often by 
the state bacteriologist at Iowa City to see if there are disease 
germs in it. Private wells must be placed suitably and examined 
that no surface water enters them. 



60 COURSE IN CITIZENSHIP 

d. Milk is a good carrier of disease. A few years ago in Denver 
about thirty children developed scarlet fever at one time. It 
was discovered that all thirty of them were drinking milk 
taken from a certain dairy. Investigation was made and it 
was found that the man employed to handle the milk at the 
dairy had been sick with the fever. His carelessness in working 
while he was ill, or before he was entirely recovered, cost the 
lives of several children. Some cities have inspection of dairies 
in addition to state inspection. Only healthy people must handle 
milk and all utensils must be clean and sterilized. What do 
we mean by sterilize? How may you sterilize a bottle or pail 
at home? 

5. Preventing the Spread of Disease. 

a. If disease germs often pass from one person to another what is 

the only safe thing to do in case some one is sick? Health 
officers have recognized this and so require people to stay 
away from such diseases that are easily spread. We shall speak 
of quarantine later. There are some diseases for which they 
post warning signs on the houses. How does a warning sign 
appear? For what diseases are warnings posted? We all 
have the chance to show that we are truly good citizens by 
never breaking over a warning sign, by never breaking the 
rule that is best for all, even if it should cause us some little 
inconvenience. 

b. As yet colds are not quarantined or warned against, but we know 

they are infectious or catching, and we realize more now how 
serious they may become. People with bad colds should stay 
away from school and from public places until they are re- 
covered. 

c. Another method of preventing the spread of disease is by making 

well people immune to disease. What is the meaning of immune? 
This is done by vaccination or by inoculation. For what diseases 
can you be vaccinated or inoculated? Many cities require that 
children be vaccinated for smallpox before they may enter 
school. Why is this? Do you think we onght to have com- 
pulsory medical and dental inspection of all school children at 
least once each year? 

6. Quarantine. 

a. What diseases are quarantined? Who determines what cases 
must be quarantined? Who places the sign on the house? 
What is said on the sign? What must be done after the 
recovery of the patient? Who is responsible for seeing that 
it is done? 

1). It is the duty of the township health officer to attend to the 
wants of the family in quarantine. Who is the health officer 
of your community? Has he had any work of this kind to do 
since he has been in office? How is the health officer in a 
city chosen? What is his work in the community? 



GRADES IV, V AND VI 61 

7. School Nurses. 

a. People have lately realized that the best place to help individuals 

cultivate good health and in which to prevent the spread of 
disease is in school. Children are more succeptible to disease 
than are people older, and the school causes children to he 
brought close together and to remain indoors much of the 
time. Therefore they ought to be closely guarded. 

b. The State has enacted a law providing that a school hoard may 

employ a school nurse to be paid at public expense. Many of our 
larger towns and cities now have school nurses. Several rural 
communities now have school nurses. 

c. Intelligent people have come to know that it costs less to protect 

children against the contracting of disease than to care for 
them after they contract disease. 

8. Hospitals. 

a. Until recently a person who became sick had to be cared for in 

his own home no matter how ill he might be, and neighbors had 
to help the family in nursing him. He could not even have 
physicians see him often as they were few and often lived 
miles away. As the country becomes more thickly settled more 
doctors are to be had, and now in addition to physicians we have 
trained nurses. As towns grew larger people wanted a special 
place where patients could be cared for by trained nurses, so 
hospitals were opened. As yet most hospitals are owned by 
churches or by private individuals, but they are coming to be 
more provided by towns and cities at public expense. 

b. The county may have a hospital for people who are unable to 

pay their expenses. The board of trustees are authorized by the 
state legislature to erect and equip a special tuberculosis hospi- 
tal. Here the poor receive free care and treatment but those 
able must pay their expenses of treatment. Where is our county 
hospital? Where is the state hospital for tuberculosis patients? 

9. Health Conditions in Our Neighborhood. 

a. Do we have good sanitary conditions in our homes and about 
our schools? Do we ventilate our homes and public buildings 
as they should be? Do we enforce the law concerning spitting 
on walks and platforms? Are our roads and streets kept clean? 
Are we careful about coughing and sneezing when near people? 
Have we quickly stopped recent epidemics? Are we careful 
and cheerful in observing warning and quarantine signs? How 
can we work together to lower the number of absences for 
sickness in our schools? 
Reference. 

Our State Board of Health publishes bulletins on this subject 
which are very helpful. They may be had for the asking. 

Hill — Lessons for Junior Citizens. Chapter 2. 

Smith — Our Neighborhood. Chapters 3, 4, 5. 

Bailey — What to do for Uncle Sam. Chapter 5. 



62 COURSE IN CITIZENSHIP 

Modern Health Crusade. Put out by Iowa Tuberculosis Association 
at Des Moines. 

RECREATION 

Introduction. The aim of this topic is to point out the relation between 
recreation and the well being of both the individual and the community. 
Attention is called to the benefits of co-operation or group recreation, and 
to the necessity of having public recreation, such as parks, playgrounds, 
etc. Show the difference between recreation and health. 

1. The Division of Our Time. 

a. There are twenty-four hours in the day. People use them in 

different ways. How do you think is the best way to divide 
them for use? There are seven days in the week. Is it best 
to spend all of them in the same way? With the same kind 
of work each day? Why do we need a change in work, or 
even in play? 

b. Define the term "recreation" and explain how it means to re-create. 
For any act to be genuine recreation it must furnish rest and 

renewing for both body and mind. What are the kinds of 
recreation that do this? What part of the working day ought 
to be spent in this kind of recreation? 

c. Group recreation is a valuable kind of recreation because it 

furnishes the necessary change for large numbers at once, and 
because the same value cannot be gained without the stimulus 
of group associations. 

2. What Our School Believes About Recreation. 

a. Recreation is not only a means of renewing energy but it is, if 

well planned, a useful means of discipline. The child who is 
given opportunity to exercise will spend the pent-up energy 
that way and will feel more like settling down to study. 

b. The effect of long periods of continuous effort is to fatigue both 

mind and body, and it results in nervous irritation that is de- 
structive of power to give attention. 

c. What recreation does our school provide? What effect would 

it have on our work to have work from nine until twelve, and 
from one until four without recess? What kind of games ought 
to be taught to children in the grades? What kind of games 
do they like best? 

d. What materials or apparatus does the school provide for recrea- 

tion? Does the school have a well-equipped playground? What 
constitutes good equipment? 

3. Different Kinds of Recreation for Country and City Children. 

a. Recreation ought always to be of such kind as is most needed by 

the child. If the children of the town differ in habits of 
life from those of the country, then recreation ought to meet 
such differences. 

b. Country children often need recreation as much or more than city 

children because there may be less in their community to 
entertain and less of a variety to develop the necessary elements 



GRADES IV, V AND VI 



63 



in real recreation. Physical exertion is not necessarily recrea- 
tion. 

c. Make a list of the games played by children in the city. Then make 

a list of games played by children in the rural districts. In 
how far are the games the same? Which seem to have the 
more different games? Do most children know many games? 

d. The congested conditions in cities necessitate special playgrounds 

for children. Describe the playground near your home. De- 
scribe any beautiful park you have seen in your city or in 
the country. 

e. What do you mean by supervised play? What are its advantages? 

Do we need to learn how to play? 

4. Organized Recreation. 

a. What public parks, playgrounds, or bathing beaches are ' there 

in your township? What picnic grounds? What of these means 
of recreation does your city provide? Does this city provide 
for a playground director? F'or how long in the summer are 
the playgrounds open under director's control? 

b. Who arranges for and has control of parks? In the city? In 

the country? 

c. How are public parks supported? In the city? In the country? 

Do you think money is wisely spent when used for parks and 
playgrounds? 

d. Show how by co-operation in this matter we can all enjoy better 

facilities for recreation than if each family tried to provide 
such alone. 

e. Our state is just now beginning to plan for state parks where 

people may have camping spots and enjoy scenery, fishing, etc. 

5. Neighborhood Recreations. 

a. What recreations do the families of our neighborhood enjoy? 
Do we provide for older people as well as for the children? 
What additional recreation could we have? How could we go 
about it to arrange for them? What do you think about Satur- 
day afternoon holidays for the whole, family? 
Are winter recreations thought of as well as summer ones? Where 
does your family spend the yearly vacation? Prepare a ten- 
minute talk on Vacation Possibilities in Iowa. Prepare another 
ten-minute talk on the playgrounds of America. National Parks 
—State Parks— Great Battlefields. 

References : 

Smith — Our Neighborhood. Chapters 8, 9. 
Bailey — What To Do for Uncle Sam. Chapter 18. 
Hill — Lessons for Junior Citizens. Chapter 7. 
W'illard — City Government for Young People. Chapter 22. 
Iowa Parks — Report of the State Board of Conservation. Bulletins 
may be had free of charge from the National Department of 
Interior. 



64 COURSE IN CITIZENSHIP 

Iowa's Children and Communities at Play.. The Department of 

Public Instruction, Des Moines. 
Wade — Lessons in Americanism. 

BEAUTIFYING THE COMMUNITY 

Introduction. The aim in this topic is to cultivate an appreciation of 
beautiful surroundings as an aid to good citizenship and to show how all 
can work together to make and keep our community beautiful. 

1. Our Homes. 

a. Describe the appearance of an ideal farm home. What type of 

building would you think looks best for a home on the broad 
space of a farm? Do you like to see a farm barn painted red 
with the house of a different color, or do you like to see the 
barn painted the same color of the house and harmonize with it? 

b. Farm homes are as necessary for good citizenship as are city 

homes, why not have them just as beautiful? A good farm 
home ought to be large and spacious. It ought to have com- 
fortable porches with hammocks and easy chairs. It ought 
to be supplied with sleeping porches and with screens on the 
porches and doors and windows. It ought to have good music 
and beautiful pictures. It ought to be a place where young 
people are happy and like to live. 

c. Every farm home ought to have a well-kept yard where trees 

furnish shade and where flower beds are well kept and the 

lawn well sodded. 
What kind of trees are best suited for shade? 
What shrubs are best adapted for this climate? 

d. Different types of city homes. Fire proof buildings. Why? How 

can apartment houses be made beautiful? 
When we build a house in the city we must consider other people 

and build a house suited to the community and one that looks 

well among neighbor houses. 
The possibility of a city lot back yard. Shrubbery and vines, 

for borders and shades on porches. Kinds of shade trees best 

suited for city property. 
Flower gardens, vegetable gardens, paths, birds, bird bath, sun 

dial, garden seat. 

2. Our School Grounds and Other Public Places. 

a. Our pride in public grounds ought to be the same as in our own, 

as they belong to all of us. Here again we co-operate by having 
some one take care of the grounds for us. 
School buildings ought always to look neat and attractive. Paint 
does much to keep buildings looking well. 

b. No one ought ever to mark or mar a public building with pencil 

marks or cut with jack-knives. Do we do that way with our 
property at home? 

c. Architects are persons who have studied building and construction 

work, and know about how to plan and shape buildings and 



GRADES IV, V, VI 



65 



grounds so as to make buildings look beautiful as well as 

useful. 
Landscape gardeners are persons trained in beautifying yards and 

lawns. They draw plans for beautifying parks and playgrounds 

as well as beautiful yards and homes. 
What can different community clubs and societies do to beautify 

the public grounds and buildings of a town or city? 
The State law requires 12 trees to be on each school ground. 
.4 City Beautiful. 

a. What is meant by a city beautiful? Have you ever seen cities 

that were particularly noted for their beauty? Have you ever 
seen Washington, D. C? What makes it a beautiful city? 

b. The elements of a beautiful city are often broad, well shaded 

streets, decorative lighting systems, large parks, well laid out 
and ornamented with statuary and trees and flowers, bridges 
of architectural beauty, buildings that harmonize in height and 
architectural design. 
Describe the fundamental elements of a beautiful city. 

c. If a river runs through a city it ought to be parked on both banks 

and made a place of landscape beauty. Many cities have made 
their river fronts municipal community centers, and have located 
their public buildings around about. 
Ugly Spots in Our Neighborhood. 

a. Rickety fences and tumbledown buildings cause a farm to lose 

much of its real money value. If farm land is allowed 
to grow in weeds the owner will have a hard time to rent it or 
sell it. 

b. Swamp lands ought to be drained and cultivated or grassed down. 

Public roads ought to be mowed and cleaned at least once each 
year lest they become unsightly with weeds and undergrowth. 
Meandering creeks ought to be straightened. 

c. In cities it is almost painful to see numbers of old shacks of build- 

ings, ash piles, billboards obstructing the view, and dump heaps. 
Whose business in the city is it to see that such conditions are 
removed? Prepare a ten minute talk on the duties of the Street 
commissioner. 

d. Means of making ugly spots beautiful. How may many places in 

our town or city be made more sightly and attractive? 
How are travelers impressed with the city if the railway station 
and its surroundings are attractive and beautiful? 

Natural Beauty in Our County. 

a. Many parts of Iowa are noted for their natural beauty. The bluffs 
along the west bank of the Mississippi river in northeastern 
Iowa rival the scenery of the mountains and of historic places 
of national interest. The rivers of Iowa are noted for 
their beauty and will later in our development be parked in 
many places. 



66 COURSE IN CITIZENSHIP 

b. What natural scenery is there in our county? Are there any parks 

or places of unusual natural interest? Are the lakes of our 
county noted as summer resorts and do people spend a part of 
their vacations in these places? 

c. Make a collection of wild flowers gathered during the season. List 

the different varieties and learn how many there are growing 
in our county. Discuss the possibility of each county making 
a wild flower garden in which to preserve the wild flowers that 
are now so rapidly vanishing. 

d. How many varieties of water lilies grow in Iowa? Do we have 

any in this county? They are rapidly disappearing because of 
the harm done to them by stock wading in the ponds and de- 
stroying the roots. What of our native trees and shrubs? What 
tends to destroy them? Early settlers used to tell us that the 
plains of Iowa were fairly covered with beautiful flowers and 
large trees. What has caused the large trees to disappear? What 
are the advantages of keeping the timber lands? Does our county 
ever plan on replanting forest regions? Do you know of any 
state in which forests are now being planted? 

e. Some of Iowa's leading naturalists have advised a park in every 

county. Does this county have any place fine enough to make a 
park of interest and beauty? 

f. Do beautiful surroundings make it easier for people to be good 

citizens? Why is that true? 
References: 

Willard — City Government for Young People. Chapter 30. 
Hill — Lessons for Junior Citizens. Chapter 12. 
Smith — Our Neighbors. Chapter 13. 

Baily— What to do for Uncle Sam. Chapters 6, 16, 17, 18. 
Report of the State Board of Conservation. 
Wade — Lessons in Americanism. 

COMMUNICATION AND TRANSPORTATION 

Introduction. The aim of this topic is to discuss the means of communi- 
cation and transportation and to call attention to the relation between ease 
in communication and well being of communities. 
1. Importance of Good Roads. 

a. A few years ago there appeared in a newspaper a cartoon which 
showed a farmer and his family driving along the road. They 
were suddenly stopped by a giant which was labeled "Bad Roads." 
Beyond the giant was a school house, a church, an elevator and 
a neighbor's home. In other words, bad roads kept the farmer 
from his market, the children from school, the family from church 
and from visiting their neighbor. Van Dyke says a country with 
a fine system of roads is like a man with a good circulation of 
of the blood; the labor of life becomes easier, effort is reduced 
and pleasure is increased. A good, well kept, well graded road, 
also adds a good deal to the appearance of a community. 



GRADES IV, V, VI 



67 



b. How much would a farmer lose if he had a thousand bushels of 
corn and the price went down ten cents per bushel while he 
was waiting for the roads to dry before marketing? Would it 
not pay the farmer to contribute a little more tax for good roads 
and be able to use the roads at all times of the year? 

Early Roads in Iowa. 

a. The Indians were the first people in Iowa and therefore made the 

first roads. These roads were called trails because they were 
made by one pony following another. That was the natural way 
to make a path through the timber and tall prairie grass where 
even a narrow path required much effort to make. These led 
from one hunting or fishing ground to another, to springs, to a 
general meeting place, or to a trading post. As the Indians 
wanted to take the shortest way and avoid swamps these trails 
were often winding or diagonal and usually followed high ground. 
The white settlers made use of these trails for their early roads. 

b. As land was marked out for farms in square sections new roads were 

established on the checkerboard plan. As that went on some 
of the early roads were straightened and others were abandoned. 
What is the advantage of diagonal roads? Do you know any 
of these early roads? Do you know why they were originally 
made, where they were, or where they led? 
The Location of Roads. 

a. The legislature of Iowa has given the County Board of Supervisors 

the authoiKy of locating roads in this state. If the people of a 
certain community decide they want a new road, they petition the 
supervisors to locate such road. 

b. What is the width of the ordinary road? How wide are the roads 

of your community? Are they wide enough? What are the 
objections to a road that is too wide? 

c. Draw a map of your community showing all the roads. 
The Classification of Roads. 

a. County Roads. According to the law of 1915, these roads are the 

main traveled roads selected for improvement by the board of 
supervisors with the approval of the State Highway Commission. 

b. Township Roads. They include all roads not included in the county 

road system. 

c. Primary Roads. According to the law of 1919, the primary road 

system includes the main market roads connecting all county 
seats, also connecting cities and towns of 1,000 people or more. 

d. Secondary Roads. These roads include all county and township 

roads not included in the primary system. 
Road M air rials. 

a. Kinds of material. Gravel, black dirt, cement, crushed stone, brick 

paving, asphalt paving, and wood blocks. 

b. The first thing necessary to good roads is a dry road bed. This 

can only be secured when the road is carefully giaded and 
drained. 



68 COURSE IN CITIZENSHIP 

c. Compare the different materials for road making and tell which 
is considered best. What kind of road material is most used in 
this community? What is the relative lasting merits of the 
various kinds? What are the comparative costs of materials 
and laying of them 
Are the natural conditions in this community good for making 
good roads? 

6. The Cost of Roads. 

a. It is estimated that Iowa will spend over $10,000,000 on public 

roads this year of 1920. That means almost four dollars for 
each person living in the state. 

b. The greater part of this money for road making comes from the 

taxes paid directly by those who have property and indirectly 
by those who do not have property. All able bodied men be- 
tween twenty-one and forty-five years of age pay a poll-tax. 
How much is this tax as required in Iowa? 

c. The road tax on property must be paid in cash; the poll tax may 

be paid in cash or in labor. Why is this provision in the law? 
The tax on automobiles is paid in cash and is used on the roads. 
It is divided among the counties according to the number of 
their civil townships. 

d. The Government at Washington also helps the counties when 

they do permanent work on their roads. Under the law of 1919 
if a county wishes to pave its roads the farmer who has farms 
lying along the roadside or within a mile of the paved road must 
pay a fourth of its cost. Do you think this is a fair apportion- 
ment of the cost? Of what benefit is a paved road to a farm? 

7. Our Toionship Roads. 

a. Who has charge of our township roads? 

Who may drag roads? How much is he paid? 
What help does the County Engineer give? 
What road machinery does our township own? 
What work was done on our roads last year, such as dragging, 
grading, draining, surfacing, paving, "oridge building? 

b. What did our road work cost last year? How was the money pro- 

cured? Who had charge of the expenditure of the money? 

c. How do the roads of our community look to a stranger driving 

over them? Do you think all signs other than official directions 
to traffic ought to be excluded from the highways? 

d. How can all of us help to have good roads in this community? 

e. What are the rules of the roads to be observed by all who travel 

on them? Why do we have rules and regulations governing use 
of the roads? What are the speed limits for driving on the roads 
of Iowa — in the towns and cities, in the country? 

8. Our County Roads. 

a. Make a map of the county showing all the principal county roads. 

Locate places of interest — as towns, cities, and schools, etc. 

b. How much money did our county expend last year for road mak- 

ing? Where does this money come from? Enumerate sources. 



GRADES IV, V, VI 



69 



d. 



10. Ou 
a. 



c. What different roads are marked through this county? Name them 

and tell their direction. From what large cities do they come 
and where do they go? Example — St. Louis to St. Paul. 

d. What kind of markers are used for roads? Who places the mark- 

ers? Do these markers assist materially in travel? Do you 
like to see great sign boards by the roadside? Why? 

e. Who are in charge of county roads — what officers? How are they 

chosen? For how long do they serve? 
9. Primary Roads. 

a. Draw a map of the county and adjoining boundary counties, and 

trace all primary roads in this county. Indicate places of in- 
terest along each road. 

b. How is the question of primary roads decided? Who does the 

selecting? What different authorities are concerned? 

c. Who has authority to decide upon the kind of paving used, the 

price paid and amount to be paved? What kind of material is 
most used in this community? 

The paving done on primary roads is paid for by the money re- 
ceived from the National government, the county's share of the 
automobile tax and a special assessment on the land adjoining 
or near the road to be paved. 
/- City Streets. 

Name the principal streets of our city and tell after whom they 
were named. What is the difference between a boulevard, an 
avenue, a drive, a path, and an alley? 

In which direction do streets run? Boulevards and avenues? 

Why do cities both name and number streets? 

Draw a map of our city and mark the various streets, avenues, etc. 

b. Why do we have streets — for what are they used? Enumerate the 
various uses made of streets. Why are some streets wide and 
others narrow? 

c. Name noted streets in large cities, such as Wall Street, Fifth Ave- 
nue, Drexel Avenue, Michigan Boulevard, Massachusetts Avenue, 
Boylston Street, Piccadilly, Bois de Bologne, Unter den Linden, 
etc. Why are these streets world famous? 

d. How are streets laid out? Should all streets run at right angles 
to each other, or should some run diagonally? Why have both? 
Do you know how the streets of Washington, D. C. are laid out? 

e. Describe the different methods of indicating streets. Do strangers 
in a city appreciate having the streets and avenues marked? 
Ought all stores and business houses be numbered? What is 
the advantage? 

f. Which streets are paved in our city and what different kinds of 
material? Which material seems to be most satisfactory? Does 
the paving aid in keeping streets clean? 

g. It is very necessary that streets and alleys be kept clean and 
free from obstructions. Dirt and filth bring on disease and 
obstructions cause accidents. Are our streets kept clean? Who 



7" COURSE IN CITIZENSHIP 

has charge of the street cleaning? How is he chosen? What dif- 
ferent methods of street cleaning are used here? What machin- 
ery has the city for cleaning streets? Are paved streets easy 
to clean? Why sprinkle streets? 

h. Do you like to see beautiful parking between the curb and the 
sidewalk? Why do we have this park space? How ought it 
be kept? Who owns this land? Where does the property owners' 
land begin? 

i. Give a ten minute talk on the value of good sidewalks in a town 
or city. How wide are the walks? Of what material are they 
made? Who pays for walks? Who does the work? Why allow 
storekeepers to place goods on sidewalks for show purposes? 
Who cleans sidewalks of snow and ice in winter? What is the 
law about cleaning walks in this city? 

j. How can you and I help to have good streets and sidewalks, and 
how may we help to keep them clean? 

11. Railroads. 

a. Give names of the railway systems running through Iowa. Tell 

about the invention and early use of locomotives. When was 
the first railroad built in the United States? When was the first 
railroad line built in Iowa, and where? 
Name the railroad lines through this county. To what large cities 
do they extend? 

b. Give a ten minute talk on the various uses made of railroads. 

Of what particular use are railroads to the people of Iowa? 
Which towns and cities in this county have railroads? Is the 
freight carried by railways more paying than the passengers? 

c. To what extent have motor trucks taken over the work of railroads? 

Make a list of things carried by railroads in Iowa. 

d. How are railroads controlled? Who gives them their charters? 

Can Iowa charter a railroad to run through the state? May the 
legislature require all engineers to blow the whistle at crossings? 

e. Does the county or township have any direct control over rail- 

roads? How may the city control railroads running through it? 
What is the fare from your town to the next station? How 
much is that per mile? What are passenger rates at present? 

12. The Telegraph and the Telephone. 

a. Give a ten minute talk on the discovery and invention of the 

telephone. Give a similar talk on the telegraph. 

b. Who owns and controls telegraph systems? What different tele- 

graph systems are found in this city, or in your nearest town? 
Who owns and controls the telephone systems? Do we have local 
phones owned by local companies? 

c. Which phone companies operate in this community? Do you have 

a phone at home? Where did you get it? 

d. Of what benefits are telegraphs and telephones? Make a long list 

of uses of the telephone. 



GRADES IV, V, VI 



71 



13. The Postal Si/stem. 

a. Describe the methods used in the time of Washington for carrying 

letters and papers. What was the old stage coach? When did 
railroads first begin to carry mail? What is a "star route"? 

b. Describe the methods used in handling mail at the present time. 

How many different persons handle a letter mailed by you and 
sent to a friend in New York? 

c. Who owns and controls the postal system? How are the costs of 

mail carrying paid? How may a person become a postmaster? 
How may a young man become a mail clerk? 

d. When was rural free delivery of mail first had in Iowa? Who 

delivers your mail? Who collects your letters? When was 
parcel post first introduced? How large a parcel may we 
send through the mail? What influence has rural mail' de- 
livery had on road improvement? 

e. What is a postal savings bank? Who organizes them? What is 

the purpose of such banks? 

14. Great Inventors and Builders. 

a. Give a good talk on each of the following inventors: 
Benjamin Franklin. 
Robert Fulton. 
Samuel F. B. Morse. 
Thomas A. Edison. 
Alexander Graham Bell. 
Wilbur Wright. 
Jay Gould. 

Edward H. Harriman. 

Follow the following outline in preparing your talk: 
Give the date of birth, and when he died. 
Tell where he was born and about his early schooling. 
When did he first invent or discover something worth while? 
What were his greatest inventions, and for what is each used? 
In what way has this person influenced the life and develop- 
ment of the people of the United States and of Iowa? 
Who is greatest of value to the people — a great statesman or a 
great inventor? 
References: 

These bulletins are for free distribution and may be had for asking. 
Iowa State Highway Service Bulletin. Iowa State Highway Commission, 

Des Moines, Iowa. 
Financial Statement of County Auditor. 

Road Map of the County. County Auditor or County Engineer. 
Bulletin on Road Making. Department of Agriculture, Washington. 
Bailey — What to do for Uncle Sam. Chapter 10. 
Smith — Our Neighborhood. Chapters 12, 13. 
Hill — Lessons for Junior Citizens. Chapter 4. 

Willard — City Government for Young People. Chapters 23 and 27. 
Aurner — Iowa Stories. Stories on Early Roads and Railroads. 
Eastman — Indian Scout Talks. Little Brown & Co., Boston. 



72 COURSE IN CITIZENSHIP 

Orinnell — The Story of the Indians. D. Appleton & Co., New York. 
Sabin — The Making of Iowa. 

Wade — Lessons in Americanism. 

PROTECTION OF LIFE AND PROPERTY 

Introduction. The aim of this topic is to show the need of orderly gov- 
ernment, to point out what we can do to promote a desire for order on the 
part of other people if we obey the laws ourselves, and if we do not respect 
law ourselves we cannot expect other people to respect law. 

1. Early Protection in Iowa. 

When the first settlers came to Iowa there was no government. 
A story is told of a man who killed another man. As there were 
no courts in this country he could not be tried as we try people 
who commit crimes now days. But the people wanted order kept 
and wrong doing punished, otherwise the community would not be 
a safe place to live. Therefore the people of the community met 
and decided the case. His guilt was established, and they took a 
vote on how to punish the man. Many stories are told about how 
settlers in this early time organized and even made laws on how 
to punish people who interfered with their land claims. Gradually 
the national government introduced government and law for their 
protection. 

2. Protection Today in the Township. 

a. Many of our early people came from England. Several hundred 

years ago the people of England lived in small groups. If any 
member of the group harmed some one who belonged to another 
group, the whole group was blamed and held responsible. Now 
however, we hold each person responsible for what he does. 
That is true except for young boys and girls, for whose conduct 
we hold their parents responsible. If John Jones steals five 
dollars from Bill Smith, Smith may have the constable of the 
township arrest Jones and the justice of the peace decides 
how he shall punish him. 

b. Why should John Jones be punished for stealing? What are 

other wrongs for which people are punished? If all people were 
honest and truthful and always behaved themselves, would we 
need laws and punishment? What is the relation of education 
to right doing? 

c. Who are the constables in this township? How are they chosen 

and for how long do they serve? How are they paid? 
Who are the justices of the peace? How chosen, term and 
salary? 
3. Protection in the County. 

a. Only those offenders who commit the serious wrongs and violate 
the less important laws are arrested by the constables and tried 
by the justice of the peace. If a man steals a hundred dollars 
he is arrested by the sheriff of the county and the judge of the 
district court for the county decides how he shall be punished. 



GRADES IV, V, VI 73 

We only have one sheriff in each county but he usually has a 
deputy to assist him. If the sheriff cannot keep order in an 
emergency, he may call on any one near by to help him. What 
name do we call those he may enlist to help him? 

b. Who is the sheriff of this county? How is he chosen? How long 
does he serve? What are his duties in general? 

Keeping Order in Town and City. 

a. As people collect in groups and live closer together the tendency 

is to commit wrong oftener than when living farther apart. 
Cities and towns generally have a more difficult task to keep 
order than do townships and counties. Each town and city has 
a police organization for the purpose of keeping order. How 
many police do we have in this city? Who is at the head 
of the police department? How are policemen chosen? 

b. Keeping order does not mean merely restoring order after law 

has been violated, but it means keeping the affairs of the 
people of the city running smoothly so disorder will not occur. 
What are some of the duties of a city policeman? 

c. The policeman .gives direction to people who have lost their way, 

he points out places of interest to strangers, he helps children or 
old people across crowded streets, he helps those who get hurt, 
he directs traffic so that the streets do not become congested, 
and he arrests people who commit wrong. In short, the police- 
man makes it possible to live in our towns and cities in an 
orderly way. In a big city recently, the policemen quit their 
jobs and at once lawless people broke into stores, destroyed 
property, and made life unsafe. 
Jury Service. 

a. In the beginning of this topic we told of a group of people 

who in early Iowa came together and tried a person accused of 
crime. Since government is organized we have a method of 
selecting a small number of men to do this work for us. These 
men who compose the jury, together with a judge, make up the 
court. When a man commits a crime he is taken before this 
court for trial. The jury decides whether the man is guilty, 
and the judge declares how he shall be punished, if guilty. 

b. Did your father ever serve on a jury in this county? Learn all 

about how men are chosen to form a jury, what a jury does, 
what cases they decide, how many men on a jury, and where 
the jury meets. 

c. Men may for good reasons be excused from jury duty. What 

would happen if all men asked to be excused from serving on 
juries? It is the duty of every patriotic man to do jury service 
when called upon. 

Institutions for Offenders. 

a. When people commit wrongs against others, we detain them in 
jails or prisons for a time as a punishment. Why should such 
people be punished? Does the punishment of the offender aid 
the community? How? 



74 COURSE IN CITIZENSHIP 

b. .Most people believe first offenders and young people who are 

less experienced in life ought to be treated less severely for 
wrongs committed than when older persons or those who are 
recognized as wrong doers commit crimes. For that reason we 
have separate places of detention for different classes. 

c. Places of detention and punishment. 

The city jail. 

The county jail. 

The Industrial Training School for boys at Eldora. 

The Industrial Training School for girls at Mitchellville. 

The Reformatory for men at Anamosa. 

The Reformatory for women at Rockwell City. 

The penitentiary at Port Madison. 

d. Learn the facts about these places — how they are controlled and 

how the expense of maintenance is met. 

7. Lessons in Development of Respect for Law. 

a. We must all realize that laws are made by all of us in order that 

all of us may live comfortably together. Really it would be 
a peculiar person who would destroy, a government he himself 
made or would break one of his own laws. Our attitude should 
always be that in a republic the people make the laws and the 
people must obey their own laws. Anything short of this 
would be little less than anarchy. 

b. Occasionally young people think it is a clever act to break a 

rule or violate a law or take a thing that does not belong to 
them. Is it ever smart or clever to exceed the speed limit? 
Does it require an especially smart boy to steal apples from 
a farm or from a fruit store? Should we simply smile 
at such things? What ought to be our attitude on such matters? 

c. We could not have much of a community if we did not recognize 

the right of a person to have something of his own over which 
he has all control. How can we prove that we understand this 
fact in our homes, in school, in the neighborhood? The person 
who picks the flowers in a public park refuses to respect the 
right that the flowers belong to all of us. The school desks 
belong to all of us. Does the boy who carved his name on one 
respect our right of ownership? 

d. A man who commits crime is generally one who has never learned 

to work with people. We learn to respect the common rules 
of all, as children, by playing and working together. How can 
we do this at home and in school? 

e. The true, good citizen shows his respect for law by never sneaking. 

The criminal never faces the consequences of his deeds but 
always tries to sneak. How should boys act when in their 
play at ball they accidentally break a window? 

8. Fire Protection. 

a. What protection is there from fire on the farm? Have the farm 
fires you have known destroyed whole buildings, or have they 



GRADES IV. V, VI 75 

been extinguished? How should farm buildings be placed as to 
avoid fire waste? How may we prevent fires starting? What 
kind of extinguishers can be used on the farm? Do you know 
how to use one? Have you a fire extinguisher at home? Why 
is a gasoline can or tank painted red? What ought to be the 
care taken in handling gasoline? 

b. Every farmer ought to erect his buildings far enough apart that 

one does not catch from the other when burning. Every farmer 
ought to keep an extension ladder near his house and barn 
ready for immediate use because the fire authorities in this 
state tell us that most fires catch in the roofs. Every farmer 
ought to have a good force-pump and fifty feet of hose near 
at hand to be used in an emergency. Every farmer ought to 
carry insurance on every building he owns all the time. 

c. Why does a city need special' fire protection? Describe a fire 

department and its machinery. Who has charge of the fire de- 
partment? How do the firemen know when and where to go to 
fires? How would you notify the fire department if your home 
were on fire? Have we had any bad fires in our city recently? 
If so, how did they start? 

d. Are there any restrictions in this town on the kinds of materials 

to be used in building? Why? Are there any "fire limits" in 
the business districts? How do the police act in connection 
with the fire department? Do our firemen give all their time 
to their work? 

e. Ought our schools to give fire drills in which pupils are taught 

to rapidly and orderly leave the building in case of fire? 

f. Relate stories of great fires such as the Chicago fire, the Iroquois 

disaster, early prairie fires, northern timber fires. 

g. The use of fire ought to be carefully regulated by law. Many 

fires in towns and cities are caused by mere carelessness in 
the use of fire. Every city ought to have fire limits or districts 
in which no building can be erected unless it is fire proof. 
Laws concerning the placing of fire escapes ought to be strictly 
enforced both in towns and in cities. Every town and city 
ought to have a well-equipped fire department and well drilled 
firemen who are always available to fight fire. Children ought 
never to carry matches unless for a special purpose that is per- 
missible and when extra matches are left, destroy them at 
once. Every person owning buildings ought to keep them in- 
sured all the time. 

References: 

Sabin— The Making of Iowa. Chapter 23. 

Bailey— What To Do for Uncle Sam. Chapter 19. 

Dole— The Young Citizen. ChaptersMO and 11. 

Hill — Lessons for Junior Citizens. Chapters 1 and 3. 

Willard — City Government for Young People. Chapters 15 and 16. 

Wade — Lessons in Americanism. 



76 COURSE IN CITIZENSHIP 

POOR RELIEF 

Introduction. The aim of this topic is to discuss why we have poor 
people, to show how the government helps those who are unfortunate, and 
to suggest how the number of dependents may be lessened. 

1. Why Some People Are Poor. 

a. One man was earning one hundred dollars per month, while 

another was earning seventy. The former was in debt while 
the other had money in the bank. How can you account for 
this difference? 

b. What do we mean when we say a person is a good manager? Does 

living in poor surroundings have any effect on people's ambi- 
tions? 

c. There are many causes for poverty that are unavoidable. 

Some people become ill and cannot work but must con- 
tinue to provide for themselves. Some people are unfortunate 
and suffer accident. Some people are injured and cannot work 
or earn a living. A very few people inherit deformities or 
handicaps such as to deprive them of health or strength to earn 
a living. 

d. Some people are lazy and will not work and try to earn a living. 

Some people are mere spendthrifts and waste their money as 
they do their time. Some people are ignorant of the funda- 
mental laws of thrift and economy and their chief need is 
education. Some people are so shiftless and unambitious that 
they do not care to ever do more than merely make a living. 
One of our great men has said that spending a little more than 
you earn means unhappiness or failure, while earning a little 
more than you spend means happiness and success. 
2. Why We Help the Needy. 

a. If you were in need on what township officer could you call for 

help? On what city officer? On what county officer? Where 

is your county home in this county? How is it supported 

and who is in charge? 
Destitute soldiers may not be sent to the county home. Where 

may they be cared for? 
W T hat private organizations may help poor people? 
Is it always wise to help people by giving money? 

b. The amount of money -allowed to persons at home is fixed by 

law at two dollars per week, aside from medical care. The 
widowed Mothers' Pension Law of Iowa allows a fixed amount 
per week per child. This is an excellent law for it permits 
the mother to maintain her home and care for her children 
instead of breaking up the home and sending the children to 
the orphans' home. 
Iowa has a children's orphans' home at Davenport that cares for 
needy orphan children. 



GRADES IV, V, VI 77 

One man gave a poor person a bit of money and thought he did 
his moral duty. Another man gave a poor person a chance to 
work and earn a small amount of money. A third man gave 
a poor person work to earn a living and then in addition cheered 
him into new ambition and zeal to try for greater success, and 
the poor person succeeded and now is well to do. Which man 
rendered the greatest service? 
3. Habits of Thrift. 

a. Preventing waste on the farm. Saving of straw and grain, making 

repairs when first needed, care of farm tools, saving of fruit 
and vegetables, care of fruit trees, care in use of fertilizers, 
care of forest trees, painting buildings when needed. 

b. Preventing waste in the city. Turning off gas and electricity 

when not needed, saving of water, avoiding kitchen waste, pro- 
viding one's own garden, mending clothes that are still good 
to wear. 

c. There is a great difference between being stingy and being eco- 

nomical. The one is unwise, the other is wise. What is the 
difference? What is the value of keeping account of your 
expenditures? 

d. Elements of thrift — honest labor to earn money, careful invest- 

ment of money earned. Ask the advice of a good banker or 
other business man. Put your money in a bank where it will 
earn interest. Organize school banks for the children to de- 
posit their money. When the child has deposited as much as 
one dollar take it to the bank and have the child start a 
savings account. What is the purpose of a bank? Of a savings 
bank? Of a postal savings bank? 

Enumerate the different kinds of banks and tell how each differs 
from the others. 
References: 

Willard — City Government for Young People. Chapter 18. 

Hill — Lessons for Junior Citizens. Chapter 6. 

Bailey— What To Do for Uncle Sam. Chapter 9. 

Wade — Lessons in Americanism. 

PUBLIC MONEY 

Introduction. The aim of this topic is to point out that we work together 
through our government, that taxes for the government are our contribu- 
tions for carrying on such work, and to develop the right attitude towards 
taxes. 

1. The Meaning of Public Money. 

a. Government must be carried on by men who give all their time 
to that work. They must be paid salaries for their services. 
The government's business requires buildings and offices and 
equipment in order that the work of the government can be 
properly carried on. Money is required to pay for all this 
work and for salaries for all the officials. The government, 



7S COURSE IN CITIZENSHIP 

either local, state, or national, must build roads and bridges, 

postoffices and schools. All this requires money, 
b. Make a list of the various purposes for which money is needed, 

in the community, in the state, in the nation. 
Could we do many of these things ourselves and not give them 

to the government? 
What do we mean by public? What is a tax? Different kinds of 

taxes? Do all people pay taxes? What determines in general 

the amount each individual pays? 

2. How Taxes Are Levied. 

a. The assessor visits every owner of property and determines the 

value of the property. 
The township trustees go over the work of the assessor and see 

that his assessment of all is just and fair. 
The county supervisors compare the assessments of all townships 

to see if each township has been assessed fairly. 
The state executive council compares the assessments of all 

counties to see that each county is assessed only its fair share. 

b. The county board of supervisors receive back from the executive 

council the total amount of the county assessment and decides 
the amount of tax to be paid on each dollar's worth of property. 
The county auditor figures the amount of tax to be paid by 
each person. 

3. How Taxes Are Collected. 

a. The taxes are assessed and levied one year in advance of col- 

lection. The taxes paid this year were assessed and levied last 
year. As the expenses of government become more so do taxes 
increase in amount. The rise in value of property also makes 
taxes higher as more dollars are taxed. 

b. Where are taxes paid, and to whom and when? 

What is the penalty if taxes are not paid at the proper time? 

What do we mean by delinquent taxes? 

What is done if a person who owns property does not pay his 

taxes at all? 
Get a tax receipt and study the table of levies on the back of it. 
Some states refuse a person the right to vote if his taxes are 

not paid before election time. 

4. Attitude Towards Paying Taxes. 

a. Too often people think their government is wasteful or dishonest 

because they do not stop to think about what the government 

does for them. 
Enumerate all the government activities you can in which the 

government helps us directly or indirectly. 
Have we a right to expect our officers to expend our money 

wisely? Why should we think of taxes as a good thing and 

be glad to pay them? 
What do you think of a man who gives in a wrong valuation to 

the assessor, or one who tries to escape paying his taxes? 



GRADES IV, V, VI 79 

5. How Our Government Borrows Monet/. 

a.. When our government undertakes a piece of work for which it 
does not have sufficient money in the treasury at that time, it 
has to borrow money. During the war our government had to 
borrow a great deal of money. We called these loans liberty 
loans. Why did we call them Liberty Loans? What did we 
call the loan after the war was over? 

b. In the same way our counties and cities often borrow money. 

Sometimes a court house or a big bridge has to be built, and 
the county does not have enough money from taxes to build it. 
The county must then borrow money. The county may sell 
bonds much the same as the nation did during the war. 
A city may want to erect a municipal light plant. The city will 
generally have to sell bonds to raise the money. The people 
feel that they cannot afford to pay the whole expense of a great 
undertaking during any one year. They also feel that the 
undertaking is for the benefit of future generations as well as 
for the present people. If the city borrows money in this way 
it can pay off the debt gradually and allow it to extend over 
a long period of time. 

c. What do we call these promises to pay that the government gave 

us during the war? The same name is applied to the promise 
of the city or the county to pay back money loaned to it. 
These bonds are a good investment — why? 
References: 

Willard — City Government for Young People. Chapters 9 to 11. 

Cole — The Young Citizen. Chapters 17, 18. 

Wade — Lessons in Americanism. 

The Financial Statement of the County Auditor. 

ELECTIONS 

Introduction. The aim of this topic is to explain how candidates are 
chosen by partfes and officers elected by the people, and to show the 
importance of every voter taking part in choosing officers. 

1. Meaning of Elections. 

a. We say we live under a Republican government. What do we 
mean by the term democratic? 
Can you name other countries that have Republican governments? 
Pure democracy is impossible because all the people cannot 
assemble in any one place to cast ballots or to make laws. 
Therefore we in a democracy must choose men to represent us 
in these things. An election is the act of choosing officers to 
carry on government in the name of the people. When are 
elections held in our community? Name different officers that 
were elected at the last election. 

2. Suffrage. 

a. Who may vote in Iowa? 
Are you a voter? 



80 COURSE IN CITIZENSHIP 

What is the difference between a voter and a citizen? 

In a few states persons may vote if they have taken out their 

first papers. They are not citizens until they receive the second 

papers. 
Do you think any state ought to allow people to vote for president 

or vice-president before they have become full-fledged citizens? 
b. The 19th amendment to the Federal Constitution gives women 

the right to vote, all over the United States. Why did we 

not give women the ballot earlier? 

3. How We Choose Candidates. 

a. We do not all agree on all questions which our government must 

settle. For example, in the country we do not all favor paved 
roads. In the city we do not all favor paving streets or building 
new school buildings. The voters who agree on certain national 
questions get together in groups which we call parties. What 
are some questions on which we do not agree at the present 
time? 

b. Each party wants to put its men into office because these men 

promise to carry out their party's wishes. When and* how do 
parties choose their candidates? What does the word "primary" 
mean? Name some of the candidates chosen at the primary. 

c. Get a primary ballot and study it in class. Ballots are printed 

in the local newspapers, and may also be had at the place of 
voting. The county auditor generally has a few sample ballots 
for distribution. 

4. How We Elect Officers. 

a. Some time after the parties have chosen their candidates an elec- 

tion is held where one man is chosen for each office from among 
the candidates. The state and national elections are held the 
first Tuesday after the first Monday in November. 

b. How many votes must a candidate in Iowa have to be elected? 

We believe that the largest group should govern. How many 
elections have there been in your community in the last four 
years? What was the purpose of such elections? 

c. Get. an election ballot. They may be secured from the county 

auditor. We used to have a ballot for each party. How is our 
present ballot made up? Why? 
How do voters mark their ballots? 

(Teachers ought to bring sample ballots to school and have pupils 
make ballots on blank paper). 

5. Election Officers. 

a. Who has charge of elections in our town or in our township 
precinct? What do these men have to do? Where are elections 
generally held? Why do voters vote in secret? When do the 
election judges begin to count the ballots? May they count 
each vote as it is cast? Why? What do they do with the report 
after the votes are counted? 



GRADES IV, V, VI 81 

The Good Citizen's Attitude Toward Elections. 

a. The large number of voters who fail to take a part in our elec- 

tions is surprising. These men are often the ones who complain 
about the government being badly managed. Are they justified? 
It is those who take part who control matters. Do those who 
are too indifferent to vote count in our kind of government 7 
Some people think if a person fails to vote for a certain length 
of time, he should be deprived of the right to vote. What is 
the danger in our government of people failing to vote? Are 
there enough good people to control elections if they all voted? 

b. Discuss the privilege of voting. 

c. Discuss the duty of voting. 

d. Should our good citizens object to holding office? Why do many 

men object? We should feel that any office is both, an honor 
and an obligation upon the person elected, by the whole com- 
munity, and that it gives the holder an opportunity to serve 
the whole community. 



COURSE IN AMERICAN CITIZENSHIP 

Grades 7 and 8. :.. 

INTRODUCTION 

The work in the seventh and eighth grades has mainly to do with 
fundamental elements of welfare which the community is seeking and which 
in their entirety comprise- both the necessities and the comforts of life. 
The means and agencies employed in securing these elements of welfare 
naturally become the subjects of class investigation and discussion. 

In considering these different- means and agencies the progression is 
always from function to structure, • from the near to the more remote, 
from the .community, the township, the county, the city, to the state and 
the nation. In the lower grades there was no discussion of the organization 
back of the various community functions or activities. In fact the word 
"government" was hardly used at all for the children would have very 
little interest in knowing whether these services' were; rendered by the 
individuals, by the public service corporations, or by some branch of the 
government. But in the seventh and eighth grades the time has come 
fcr a discussion of the various forms of public organization through whicl? 
the:e community services are rendered. 

Many boys and girls in the public schools of Iowa do not yet attain to 
more than an eighth grade education. Therefore if the future citizens 
of our state are ever to get a knowledge of government, its organization 
and its functions, they must take up the study of government in the eighth 
grade. While the method of attack is along the same lines as in the 
lower grades, the subject matter must relate in part at least to the machin- 
ery of government, of what it consists and how it functions in relation 
to the citizen. The executive branch of government is so planned as to 
distinguish clearly between the different political entities — township, county, 
-town or city, state and nation — in their relation to the elements of wel- 
fare. The legislative branch of the government is included in the discus- 
sion of how our laws are made. It is in this branch of government that the 
people are most immediately concerned and with which they come in 
closest contact through their representatives, and therefore the teacher 
ought to emphasize the law-making powers in each of the various units 
of government beginning with the lowest. The judiciary gets a fairly 
adequate discussion under the topic Correction, but the teacher ought 
again to emphasize the organization and functions of the courts in such 
way as to give the pupils a thorough Understanding of their form and 
purpose. 

Each element of welfare is treated in the same general way: A. Approach 
to the topic; B. Mearts by which the community provides for the element 
under consideration; C. Responsibility of the citizen. The purpose of 
this uniformity of treatment is to give clearness and bring about a more 
synthetic development of the course as a whole. The success of the work 
in the seventh and eighth grades depends largely upon the successful use 



84 COURSE IN CITIZENSHIP 

of supplementary materials. Constant reference to current topics and to 
the use of current events of civic importance will stimulate interest in class 
work. When any current events of civic interest, such as an election, the 
meeting of the state legislature or the opening of congress occurs, the teacher 
ought to sidetrack temporarily the topic under discussion to take up with 
the class the matter of immediate importance. Pupils should be encouraged 
to take an active interest in public affairs. 

In the immediate future the civic laboratory will be as indispensible to 
the teacher of civics as is a science laboratory to the teacher of science. 
The accumulation of civic material is the work of months and years but 
it ought to be begun by the teacher immediately upon beginning the use of 
this course of study. In the seventh and eighth grades every pupil ought 
to have a well chosen text book as a part of the daily preparation, but 
the teacher ought to provide a great deal of supplementary reading material 
and as much as possible of what may be called laboratory material. 

SUGGESTIONS FOR TEACHERS 

Each pupil should have a text-book and should keep a notebook; the latter 
to be used for lesson assignments mainly, but also for outlines, reports 
and subject matter. The teachers ought to make generous use of supple- 
mentary reading and investigations. For this purpose both teacher and 
pupils will find the list of reference books, outlines and treaties in the 
back of this pamphlet of great value. Others may be supplied as they 
are found. 

The aim in these grades should be to lead the pupils: (1) To realize 
the importance of the elements of welfare to themselves, to their neighbors 
and to the community. (2) To realize the dependence of the individual 
upon social agencies. (3) To secure the right social attitude towards 
the problems involved. The materials used in the approach to the topics 
should be drawn almost entirely from the experience or knowledge of the 
pupils. The class should pool its experience. 

In the investigation of agencies the aim should be: (1) To secure 
whatever detailed knowledge may be necessary for the citizen to possess in 
order that he may intelligently meet his responsibilities. (2) To learn 
where and how he may find information when the occasion arises. (3) 
To know the persons who are leaders in social and civic movements as 
a basis for co-operation and further interest. (4) To broaden the pupils' 
interest in the various elements of welfare and social agencies. 

Note-books should be kept. Frequently the teacher will wish pupils to 
write down material which is worth keeping for future reference. 
It will be found necessary for the teacher to make definite assignments 
from day to day and written work to be handed in or filled in the note book 
will necessitate daily preparation on the part of the pupil. 

Throughout the course the emphasis should be on developing a social 
point of view and a sense of responsibility — a desire to promote those 
things which are of benefit to the community. Boys and girls can be 
taught to be good citizens no wand that they ought not wait until adult 
life before practicing civic virtues. Dramatization is as effective with 



GRADES VII AND VIII 85 

eighh gratde pupils as with those in lower grades. The teacher ought to 
encourage the pupils to organize civic bodies and enact laws and regula- 
tions in a manner as is done in actual legal bodies. Have the pupils 
organize a federal convention when studying the constitution of the, 
United States. Have them take the parts of leading members and when 
the executive powers are studied have a session of the convention and have 
those ideas expressed as once given by Hamilton, Madison, etc. When 
the legislative powers are under consideration, have another session and 
have the arguments given as once given by leading members on legislative 
functions. Encourage the pupils to hold sessions of the township board 
of trustees, the county board of supervisors, the state legislature, congress, 
and conduct sessions and trials in the courts. The pupil will find real 
interest in conducting an election when carried out exactly as is a trial 
in the courts. Such mock election should include the entire process, even 
the registration of voters, the making of the ballots, the nomination of 
candidates, etc. 

The amount of detail employed in the investigation of topics as well 
as the number of topics studied will depend on local conditions. The aim 
has been to suggest sufficient work for the two grades but it may be nar- 
rowed down or expanded to suit particular needs. 

The materials for this course have been taken largely from two sources' 
—Bulletin Number 23, 1915, U. S. Bureau of Education, and from The 
Course of Study in Civics for the Public Schools of Philadelphia. Due 
recognition is hereby given to those who have worked out the above 
materials. The material for the seventh grade appears first in the out- 
line and extends over to the topic Transportation, the remainder of the 
material being reserved for the eighth grade. 

BEGINNING LESSON 

I. Meaning of Community. 

1. Does not imply geographical area. 

2. Means various things: A neighborhood, a township, a village, 

a town or city, a state, a nation, the whole world. Each unit 
has certain problems, as community health, good roads, public 
schools, lighting system, league of nations. We all are mem- 
bers of one or more communities. 
II. Meaning of Community Civics. 

1. To teach us to know our community. 

2. To teach the meaning of community life. 

3. To teach us what the community does for us. 

4. To teach us what the community may expect from us. 

5. To teach us how we may fulfill our obligations to the community. 

6. To teach us the essential qualities of good citizenship. 
III. Emphasis in the Course. 

1. Placed on the local community, because it is nearest to us, it is 
more real and it seems more vital, especially to the beginner. 



86 COURSE IN CITIZENSHIP 

HERMIT LIFE VERSUS COMMUNITY LIFE 

I. Hermit Life. 

1. The central idea is independence. 

2. He may supply all his needs. 

3. It means a life apart from human association, 

4. It is not natural to live that way. 

5. It necessitates the giving up of nearly all the conveniences and 

luxuries. 

6. It is rarely practiced now. 

7. It does not promote good citizenship. 
II. Community Life. 

1. The chief idea is dependence. 

2. One supplies very few needs directly. 

3. It means group living. 

4. It is attractive. 

5. It makes possible more complete living. 

6. It is more necessary than formerly. 

7. It promotes good citizenship. 

This contrast is employed to emphasize the richness of community life 
as compared with the barrenness of the hermit's existence. Never has the 
hermit life been so unattractive as today — never has the community life been 
so alluring. The one is progressive, the other is stagnant. 

NEEDS, CONVENIENCES, LUXURIES 
I. Needs. 

1. Food. 

2. Shelter. 

3. Clothing. 
II. Conveniences. 

1. Automobile 

2. Telegraph 

3. Telephone 

4. Furnace 

5. Clock 
III. Luxuries. 

1. Jewelry 

2. Beads 

3. Window hangings 

A need is something which is necessary to sustain life. The hermit 
could supply only his needs and perhaps a few conveniences. Community 
life makes possible many conveniences and luxuries which the hermit 
could not have. The separation of employments and the division of labor 
makes it impossible for each one to follow his own bent in life and still 
make a living. 

COMMUNITY NEEDS 

I. List of Community Needs. 

1. Good homes. 

2. Fertile soil. 



6. 


Steam train 


7. 


Saddle 


8. 


Fountain pen 


9. 


Book 


10. 


Chair 


4. 


Silk dresses 


5. 


Neck-ties. 



GRADES VII AND VIII 87 

3. Good water. 

4. Protection of life and property. 

5. Means of education. 

6. Health regulations. 

7. Care of the poor. 

S. Provisions for recreation. 
9. Good transportation — roads, streets. 
10. Public utilities. 

II. Cause for Totcn and City Growth. 

1. The geographical location — on navigable rivers, good harbor, 

railroads. 

2. Surrounded by fertile soil or rich mineral wealth, water power. 

3. Establishment of industries draw people to work. ' 

4. Variety of industries offer work to all. 

5. Better opportunities — education, art, money making. 

6. More leisure time — labor hours shorter than in country. 

7. Good transportation systems. 

8. Immigration — immigrants accustomed to live in cities. 
III. Some Services Rendered by Towns and Cities. 

1. Construction and care of streets. 

2. Prevention and punishment of crime. 

3. Protection of life and property. 

4. Promotion of education. 

5. Care of the poor and needy. 

6. Furnishing water, gas and electricity. 

7. Furnishing transportation facilities. 

8. Establishment of recreation centers. 

9. Providing pure food inspection. 
10. Keeping the community clean. 
(See Tuft's Real Business of Living.) 

The students will be interested in the reasons for their own communities' 
establishment and growth. As individuals have needs so also do com- 
munities. Society makes certain demands upon us which result from our 
living in a community. The following account from Tuft's Real Business 
of Living will be of interest to the pupils. 

"In the earlier days even the most elementary public functions were 
performed by the individual. He built roads and bridges, paved streets, 
lighted the streets before his own doorway. He was his own constable. 
Such health protection as he enjoyed was the result of his own vigilance. 
Education was conducted at home or by the church. The library was a 
priestly possession as was all learning. His house was his castle even in 
the midst of the city and society offered him little save the administration 
of justice and protection from foreign foes." 

"Today the community protects his life and his property from injury. It 
safeguard his health in countless ways. It oversees his house construction 
in towns and cities, and protection is given him from fire. It builds his 
bridges and cleans and lights his streets. It collects his garbage in cities 
and it furnishes him with labor through employment bureaus both for city 



88 COURSE IN CITIZENSHIP 

and farm labor. It educates his children, supplies them with books, and 
in many instances with food. It offers him a public library and allows 
both town and country children to use the books. It offers him recreation 
through community meetings and playgrounds, It administers justice, 
supplies physicians, nurses and hospital service. It provides for inspection 
of food and water and compels sanitary conditions. It safeguards him from 
contagious diseases, facilitates communication, and in some instances offers 
opportunity for higher education and training." 

THE CITIZEN— RIGHTS AND DUTIES 

I. Some general definitions. 

1. A resident is one who has lived in a country for a specified period. 

In Iowa one must live in the county sixty days and in the state 
six months before "Residence" is acquired. Advantages. 

2. A citizen is defined as one who is born or naturalized in a country. 
Our constitution defines the term citizen. 

3. An alien is a foreign-born resident of a country, who has given 

allegiance to its government. 
In what way was it a disadvantage to be an alien during the war? 

4. Naturalization is the legal process by which an alien may acquire 

citizenship. 

5. Expiration is the process by which one may give up his citizen- 

ship in and therefore his allegiance to a country, 
a. Acquiring a new citizenship. 
II. Methods of acquiring citizenship in United States. 

1. By birth in U. S. 

2. By being born of American parents living abroad. 

3. By naturalization. 

(The student should have a good general idea of the important 
steps in the process.) 

4. By marriage. 

5. By treaty of annexation. 

6. By statute (Indians). 

7. By honorable discharge from army or navy. 
Hughes, Community Civics, par. 14, 15, 16. 

Constitution of U. S., amendment XIV, sectii n 1; article 1, sec- 
tion 8, clause 4. 
III. Rights of Citizens. 

1. In general. 

a. Protection of government. 

b. Liability to military service. 

c. Right to influence the government. 

d. Increased interest in national affairs. 

e. National pride. 

2. In the United States. 

a. Personal Security. 

1. Life, health and good reiut itioi 

2. Security of property. 



GRADES VII AND VIII 



89 



3. Keep and bear arms. 

4. Speedy and public trial by an impartial jury. 

5. Security from excessive bail and punishment. 

b. Personal liberty. 

1. Slavery prohibited. 

2. Freedom within the law. 

3. Free speech. 

4. Freedom of worship. 

5. Freedom of assembly. 

6. Freedom from flase. 

c. Private property. 

1. Right to acquire property. 

2. Right to dispose of property. 

(Right of eminent domain.) 

IV. Duties of Citizens. 

1. To obey the law for the common good. 

2. To be intelligent in regard to one's country. 

3. To vote after careful study — if a voter. 

4. To render full allegiance to one's government. 

5. To respect the authoriiy of officials. 

6. Complete cooperation. 

7. Pay taxes willingly. 

8. To be self supporting. 

9. To work for common good. 

10. To be honest in all human relations. 

(Pupils to make an exhaustive list of duties.) 
Hughes Community Civics, par. 17, 18, 19. 
Constitution of U. S., Amendments I-X. 

V. Summary. 

1. List of benefits of being a citizen. 

2. Reasons more aliens do not become citizens. 

3. What restrictions would you place upon aliens? 

4. Meaning of value of writ of habeas corpus. 

5. Value of right of eminent domain. 

6. When and why is patriotism the most evident? 

7. How can a good citizen show his patriotism best? 

8. Difference between a "subject" and a "citizen". 

NEED FOR GOVERNMENT 



Students should be led to really feel the need for goverment and for law 
and order. Illustrations from everyday life should be contributed by 
each student in order to drive this thought home to each one. The 
realization that we need a stable government, that the "common good" 
is all important, that this can be secured . only by co-operation and 
subordination of self is a lesson that we can well afford to spend a day 
emphasizing. In what way can a boy or girl in school be a good citi- 
zen of his city, school, or home? What evidence have we that organized 
government exists in our community? 
Hughes, Community Civics, par. 8. 



90 COURSE IN CITIZENSHIP 

FORMS OF GOVERNMENT 

I. -Some general definitions. 

1. Government 

2. Laws 

3. Custom 

4. Sovereignty 

5. Constitution — written, unwritten 

II. Forms of government. 

1. Monarchy 

Limited 
Absolute 

2. Oligarchy 

Aristocratic 
Educational 
Based upon wealth 

3. Democracy 

Pure 
Representative 

4. Autocracy 

5. Bureaucracy 

6. Confederation 

7. Federation 

8. Federal republic 

(A lesson on definitions) Each student should be able to pick 
out distinguishing characteristics. 

III. The Government of United States. 

Briefly described on pp. 15-17 in Hughes Community Civics. 
In what ways are the rights of the people safeguarded? 
Hughes Community Civics, pp. 13-17. 

A STUDY IN POPULATION 

Hughes, Chapter 26. 
Towne's Social Problems, chapter 3. 
I. Bonds holding people together. 

1. Friendship 

2. Family ties 

3. Blood relationship 

4. Common interests 

5. Common beliefs 

6. Same nationality and language 
II.. America — land of opportunity. 

1. Reasons people come to America. 

a. Religious freedom 

b. Political freedom 

c. Depression at home 

d. To be with friends 

e. Spirit of adventure 

f. Hope of securing a home and land 

g. Ease of transportation 



GRADES VII AND VIII 91 

III. Aliens — coming to America. 

1820-1910 32,000,000 

1776-1820 250,000 

1S20 8,000 

1842 100,000 

1S54 400,000 

1907 1,285,349 

1901-1910 8,785,386 

1911-1913 3,000,000 

IV. Old versus the New Immigration 

1. Time of transition— about 1890-1898. 

2. General facts about it — 

The old immigration came from England, Germany and the 
Scandinavian countries. They were literate, law abiding, skilled, 
similar in language and customs, trained to some degree in 
popular government, sought rural sections, became land owners, 
brought their families, and became citizens of the United States. 

The new immigration came from Italy, Greece and Slavic coun- 
tries. They are illiterate, are unskilled, have low standard of 
living; are different in language, ideals and customs; are ac- 
customed to autocratic government; they flock to the urban 
sections, are clanish, and do not readily learn our language and 
customs. 

V. Effects of Immigration 

1. Industrial 

2. Social 

3. Political 

(See Towne's Problems pp. 44-8.) 

VI. Proposed Restrictions on Immigration 

(See Towne's Social Problems, pp. 48-55.) 
(Dunn's Community and the Citizen, pp. 41-42.) 

VII. Agencies in Americanization. 

1. Influence of schools 

Teach our language 
Teach American ideals 
Teach American history 

2. Influence of our government 

Our government protects the common rights of all the people. 
All share in the benefits of government. 
Our government is a strong bond of union. 

VIII. For Investigation. 

1. Let each pupil in the class fill in the blank. Tabulate the results 
for the whole class on the blackboard in order to show the 
blending of nationalities in the present class: 
Table showing nationality of 

Father 

Mother 

Father's father 

Father's mother 



92 COURSE IN CITIZENSHIP 

Mother's father 

Mother's mother 

2. Make a list of the different nationalities to be found in your 

community. Do any of these nationalities tend to form groups 
by themselves? If so, give areas dominated by each group. 

3. Are there any industries in your community in which the work- 

men are wholly or largely of some particular foreign nationality? 

4. Do any of the foreign nationalities tend to act as units in politics, 

in religious matters, or in business? 

5. Would you favor allowing aliens to vote in Iowa as in some staters 

in the Union? 

6. Is anything done in this community to aid the immigrant in 

becoming Americanized, in getting an education, in getting 
better paying work? 

7. Suggest different means that could be used to encourage the alien 

to become a good citizen. 

8. List the characteristics that you admire in citizens. 

Make a study of the following great men in America according to the fol- 
lowing outline: 

1. Where was he born and what of his early training? 

2. When did he come to America and what was the reason for his 

coming? 

3. Trace out the various activities in which he took part after 

coming to America. 

4. What offices in state or nation did he hold? 

5. What were his contributions to American life? 

William Penn 
James Wilson 
Alexander Hamilton 
Albert Gallatin 
Carl Schurz 
Jacob Reis 

HEALTH 

Health as a rule is a purchasable commodity, and the price is education. 

The saving of human life is more than a humanitarian question, as it must 
also be considered from an economical viewpoint. During the past twenty 
years, the average age at death has been increased from 37 to 42 years, and 
the death rate has been reduced from 17.6% to 14.2%. This means an annual 
saving in life greater than Great Britain lost in one year of the War. A 
large proportion of this is due to the lessened deaths of children from pre- 
ventable diseases. 

Statistics show that about one-half of all children die before reaching the 
age of five, and that one-half of all deaths occur before the age of 23. 
During the recent war, 31% of the young men between the ages of 21 and 
31 were found unfit for full military service by reason of physical defects, 
the majority of which could have been prevented. 

During each year there are 1,600,000 deaths in the United States, of which 
40%, or 670,000 could be prevented by the proper application of the well- 



GRADES VII AND VIII 93 

known principles of preventative medicine. In figuring the value of an 
average individual's earning capacity at a minimum of $2,000, which is very 
low, this would make a loss to the various communities and the Government 
of $1,340,000,000.00 annually, not including the enormous expense of sick- 
ness, loss of time and disability from physical defects, not fatal, which could 
and should be eliminated. 

The duty of the practicing physician is to cure those already ill, and to 
give such advice as his time allows. The real work in preventative medi- 
cine must be done by public health agencies, the support of which must 
come from general funds. The Federal Government, through its Public 
Health Service, is making a scientific study of the various diseases which 
affect mankind and the means of preventing same. The State Board of 
Health through conferences and bulletins are in constant contact with the 
Federal Government and receive the full benefit of its investigations. 

The schools of the larger cities are in position to avail themselves of 
health measures to a much greater degree than those of the rural districts. 
If the rural districts avail themselves of the greatest good resulting from 
health education, it is necessary that this w r ork be organized by county 
units, with full-time Health Officers and sufficient corps of nurses to give 
all rural school children proper inspection and advice relative to all matters 
pertaining to the health. 

In the majority of larger cities, the child has all the advantages of medi- 
cal inspection, and direction in his physical exercise with Health Centers, 
where he may secure from the various clinics free medical treatment and 
advice, and where necessary, operations, supervised play grounds, 
out-door schools for the tubercular, and special classes and diet for those 
suffering from mal-nutrition, are provided. 

In addition to the United States Public Health service, the Superintendent 
of Public Instruction, and the State Board of Health by advice and informa- 
tion rather than compulsion are the agencies through which this work 
should be inaugurated in the various states. 

The program in each county should be carried out by the county superin- 
tendent, the health officer, boards of education, and welfare organizations, 
allowing each community by its own initiative to have its full share of the 
work. 

The efficiency of a community is direct evidence of health and happiness. 

HEALTH OF THE COMMUNITY 

I. Approach to the Topic. 

Each pupil should be led to see the importance of health to him, so 
that the entire class will deduce the fact that they have a common inter- 
est in the matter. By an extension of the idea, it may be seen that 
health is a subject of common interest to the entire school and to the 
community as a whole. Each pupil must realize that, in the matter of 
health, he is dependent upon the other members of the class and of the 
school and that the other members are likewise dependent upon him. 
Every one must work together and to this end definite provisions have 
been made by all communities. Whether these regulations for health prove 



94 COURSE IN CITIZENSmP 

effective or not depends largely upon the interest and intelligence with 
which each citizen supports them. 

II. Commonly accepted rules of Hygiene. 

(Each pupil should .answer the Question "Can I observe this rule with- 
out the aid of society?" with regard to each rule.) 

1. Breathe deeply and freely of pure air. 

2. Drink freely of pure water. 

3. Eat moderately of a wholesome, well-cooked and well-balanced diet. 

4. Exercise daily the important groups of muscles. - 

5. Keep the body and its surroundings clean. . . 

6. Do not expose yourself to contagious diseases. 

7. Abstain from the unnecessary use of, drugs. ; 

8. Observe regular periods of rest; 

9. Do. not practice any activity harmful to the body. 

(Pupils may be surprised that a man may be compelled to keep 
his premises clean or. that one does not have the right to sell 
unwholesome food.) 

III. Means by -which the Community provides for Health. 

1. For pure air: 

a. Ventilation of buildings. 

b. Suppression of smoke and gas. 

c. Tenement house laws and inspection. 

d. Cleanliness of outbuildings. 

2. Pure food: 

a. School lunches. 

b. Pure food and drug laws. ■- 

c. Inspection of markets and dairies, •'j- •■ 

d. Inspection of slaughter houses. 

e. Inspection of cold storage. 

3. For pure water: ■■■.•■ 

a. Wells and water systems. 

b. Stream protection and filtration. 

c. Sewage disposal. 

4. For exercise: 

a. Gymnasiums, 
■b. Playgrounds. 

c. Athletic fields. 

d. Skating ponds. 

5. For cleanliness: 

a. Disposal of household waste. 

b. Street cleaning. 

c. Public baths. 

6. To avoid contagion: 

a. Medical inspection for schools. 

b. School nurses, 

c. Vaccination. 

d. Quarantine — local, state, national. 

e. Insect extermination. 



GRADES VII AND VIII 95 

(Give a ten minute talk on the life and work of Colonel W. C. 
Gorgas in Cuba and Panama.) 
7. To restrict use of drugs: 

a. Temperance societies. 

b. Regulation of sale and manufacture of alchohol and tobacco 

and drugs. 
S. To regulate working hours and conditions: 

a. Properly equipped schools. 

b. Child labor laws. 

c. Factory inspection and regulation. 
cl. Consumer's leagues. 

e. Child labor associations. 
9. Miscellaneous agencies: 

a. Ambulance service. 

b. Hospitals. 

c. Vital statistics.. 

d. Baby-saving campaigns. 
IV. Responsibility of, the Citizen, . 

(See Bulletin No. 23—1915, pp. 16-19.) 

The teacher should impress upon each pupil a sense of responsibility and 
right action. This can grow out of a proper conception of one's community 
relations— vital interest is necessary and then one will desire to act. Each 
pupil will have a — 

(1) Sense of responsibility. 

(2) Desire to act. 

(3) Knowledge of how to act. 

A distinction should be made between the present and future civic duties 
of high-school pupils. They have some civic responsibilities now; others 
await them in adult life. The teacher should be careful to cultivate the 
kind of things for which pupils should assume responsibility now. 

Questions similar to the following ones may prove helpful in an attempt to 
cultivate the feeling of responsibility. 

"If you suspect that your water supply is polluted, how will you proceed 
to verify your suspicions? 

"If you find that it is polluted, what should you do about it?" 

"What should your father do about it?" 

"Under what conditions should complaint be entered?" 

"Who should enter it?" 

"Before whom should it be laid, and by what method?" 

"If your community needs a new water system, how may a citizen pro- 
ceed to arouse public opinion in the matter?" 

Recent imestigations have shown that the health of people in a well 
regulated city is better than in the country* Why should this be true? 
Why is the vacant lot frequently a menace to health? Do you know of 
such a lot? 

Distinguish between personal and public hygiene. During recent years 
our attention has frequently been called to the necessity of destroying flies. 
What relation has such a campaign to the "clean up week" or to the matter 



S6 COURSE IN CITIZENSHIP 

of garbage removal and disposal? Would you favor a law making it illegal 
to have an open well in your yard in your city? Explain. 

What about the milk you use in your home each day? Where does it 
come from? If you live on a farm do your folks at home take care to keep 
the milk clean and pure? What precautions have health officers taken to in- 
sure a supply of pure milk to those people who buy milk? How can you 
add to the precautions already provided by law to insure pure food? Do 
the farmers or dairy men in your community have cows examined and 
tested for tuberculosis? What is the advantage of health inspection in 
all places in which foods are produced or stored? What precautions ought 
to be taken when an epidemic of disease breaks out in your community? 
Who are the health officers in your community? Why do some people object 
to vaccination? Do you believe in medical inspection for all children in 
our public schools? Is a hospital a good investment for a community? How 
much sleep is necessary to preserve good health? Name the officers who 
constitute the Board of Health in your community, such as the township, 
the county, the town or city, and the state. Discuss the subject of sewer 
disposal in towns and cities. Should the sewage of any town or city empty 
into the river or any other stream of water? Why not? 

TOWN PLANNING 
Approach to the Topic. 

The appearance of a community is usually the first thing to attract the 
attention of a stranger. We all realize the value of first impressions and 
many of us have expressed our ideas of a city in unfavorable terms after a 
very brief visit. Almost every community is proud of some of its improve- 
ments and ashamed of its dark alleys and dirty tenements. 

A good appearing neighborhood is an asset for tx. » -erty values are 

bound to be higher. A properly planned city is as easily recognized as a 
properly planned house and both are desirable places in which to live. 
How the community provides for civic beauty. 

The study should proceed, as usual, from the familiar to the unfamiliar, 
being as closely related as possible to the pupil's interest. The appearance 
of the school building and grounds, of the street and parks is of common 
interest to all. The following list of topics will not be studied with equal 
detail. In each case, however, the pupil should be lead to inquire as to whom 
has been given or has assumed responsibility, and how the work is done. 

List of Agencies: 

1. Beauty in the home. 

Appearance. 

Paint. 

Window boxes. 

Care of lawns. 

Care of gardens, trees, etc. 

2. Beauty in school. 

Interior decoration. 
School architecture. 
Improvement of grounds. 
School gardening. 



GRADES VII AND VIII 97 

3. Beauty in the street. 

The street plan. 
Construction and repair. 
Cleanliness. 
Provision for rubbish. 
Unsightly objects 

Poles 

Billboards 
Care and preservation of trees. 
Lighting at night. 

4. Parks, parkways, boulevards and water-fronts. 

5. The zone system. 

Grouping of public buildings. 
Industrial sections. 
Residential sections. 
Business section. 

6. Preservation of natural beauty. 

Local, state and national. 

7. Miscellaneous. 

Smoke abatement. 

Vacant lots and alleys. 

Mutilation of public buildings. 
Responsibility of the Citizens. 
. The beauty of the city as a whole depends upon the care which the indi- 
vidual householder and his family take with regard to the appearance of 
their own premises and the care which each individual, old and young, takes 
not to litter the streets and jarks with papers and refuse, to deface the 
walls and fences, to injure plants and trees, to destroy birds. Boys and 
girls should do much in any community in the work of home beautification, 
in gardening and in helping to create the right civic spirit. 

PLANNING A RURAL COMMUNITY 
HOME PLANNING 

The time has come when rural people will be as careful in planning the 
community in which they live as are the people in the town or the city. 
A country community can often be beautified and made to have the appear- 
ance of refinement and culture as well as can a city. Farm houses ought 
to be located on beauty spots. Houses ought to be planned and located the 
proper distance from the public road. The yards ought to be beautified with 
trees and flowers, and beautiful lawns and neat yards, fences and walks 
and drives are as much appreciated by country people as are the same im- 
provements appreciated by city people. Rural school houses and churches 
ought to be well and appropriately located. 

Farmers can easily arrange their farm buildings so as to guard against 

loss by fire by placing barns, granaries, sheds, etc., some distance apart. 

Farm buildings can be located in such manner as to cause drainage away 

from the house, and wells should be located on a rise of ground so as 

7 



98 COURSE IN CITIZENSHIP 

to prevent surface water from contaminating the well. Well painted houses 
and barns are as necessary in the country as are well painted houses in the 
towns or cities. Every farm home ought to be provided with screened 
porches and every farm home ought to have a sleeping porch. Every 
farmer ought to have an ice house on his farm and a refrigerator in his 
kitchen. Every farm community ought to have a consolidated school and 
a building large enough to adequately house the school activities and in ad- 
dition it ought to be designed for use as a community center and be pro- 
vided with all the modern equipment for the entertainment of young people. 
Practical Suggestions — 

1. Prepare a plan of our community. The main features of the present 

plan ought to be incorporated, but suggested improvements in loca- 
tion of streets, and boulevards, and parks should be introduced. 
This will constitute an "ideal plan" based upon actual conditions. 

2. Write a paper giving your notion of "What a Civic Center Should Be." 

This paper ought to be at least 500 words in length. 

3. At the close of the topic "City Planning" each pupil should be re- 

quired to submit a list of ten things he can do to make his com- 
munity a more beautiful, healthful, and convenient one in which to 
live. 

Special problems. 

1. Find out and trace whatever evidences there may be of definite plans 

to guide and curb the growth of Des Moines. Hughes, 28-30. 

2. Make a special report on the river front improvement. Hughes p. 30. 

3. What evidence can you find of an attempt to group Des Moines public 

buildings? 

4. What similarity do you notice from a study of the picture on page 31 

in your text and conditions of topography in your community? 

5. Make suggestions for the rearrangement of the streets of your city. 
5. Tell of an attempt in some new addition to lay out the streets according 

to a scientific plan. 

7. Do you know of any paved street that has not stood the wear very 

well? What cause can you give for it? 

8. Different paving materials have different wearing qualities. Give il- 

lustrations on actual streets in your neighborhood. 

9. What is a franchise? State some of its chief evils. State as clearly 

as you can the franchise difficulties of our community relative to 
transportation. 

10. How can we justify the expenditure of large sums of money by our 

government for parks and playgrounds? 

11. Bring to class three particularly unsightly places — make suggestions 

for remedying them. 

12. What has our community done in the matter of civic centers? Would 

you favor the erection of more civic centers to be paid for out of 
the funds of the city? 

13. Make suggestions as to the elimination of noise from the streets. 



GRADES VII AND VIII 99 

THE HIGHER LIFE IN THE COMMUNITY 

Approach to the Topic 
In the preceding lessons the class has been lead to see how the community 
provides for the physical well-being of the citizens. The class also realize 
that to secure the highest state of efficiency provision for recreation is as 
vital as proper rest. Here cessation from work is not rest nor recreation 
and the difference between recreation and dissipation should be made clear. 
It should be shown that recreation really invalues social and intellectual 
interests as well as being mere physical enjoyment and recuperation. 
Recreation may at times consist in mere change of occupation. Recreation 
depends upon the possession of leisure, the existence of adequate facilities, 
and knowledge of how to use leisure and the facilities. 

HOW THE COMMUNITY PROVIDES FOR RECREATION 

To what extent are there people in our community who have not suffi- 
cient leisure for recreation? How is it in the case of women? Of children? 
What causes deprive people of leisure in our community? Which affords 
greater leisure, rural or city life? What attempts are being made to in- 
crease the leisure of men and women? 

Are facilities for recreation in our community adequate? List such facil- 
ities as you can. Are these facilities open to all classes of people? Are 
they accessible to all as far as location is concerned? Would you call a 
public library a means of recreation? A saloon? A movie house? A civic 
center? A club? Is our community doing all it might do in providing facili- 
ties of this character? Many people do not know how to take proper rec- 
reation. Improper recreation is worse than none. Name some kinds which 
you consider improper. State advantages of supervised play — disadvantages 
too. Explain the value of the censorship of moving pictures, the super- 
vision of dance halls, the regulation of high school social activities. 

RECREATIONAL AGENCIES 

School recess. Picnic grounds. 

Play grounds — rural and town. Theaters. 

Athletic associations. Circuses. 

Gymnasiums. Public gardens. 

Bowling alleys. Libraries, museums. 

Public baths. Summer camps. 

Dance halls. National, state, city parks. 

Public concerts. Boy scouts. 

Ball grounds. Camp Fire girls. 

Skating ponds. Y. W. and Y. M. C. A. 

RESPONSIBILITY OF THE CITIZEN 

The foregoing discussion should impress upon the pupils the vital need 
for adequate, wholesome, moderately-priced recreation both from the stand- 
point of self-interest and of communuity welfare. One needs to cultivate 
judgment in the choice of recreation and to develop thoughtfulness regard- 
ing the comfort and convenience of others, a proper sense of co-operation 
and regard for the "rules of the game". 



100 COURSE IN CITIZENSHIP 

SUGGESTED QUESTIONS 

1. What people in our community do not have leisure lor recreation? 

2. How many hours a week are women allowed to work in Iowa? Chil- 
dren under sixteen years of age? 

3. Are the poorer sections of our community well provided with play 
grounds? 

4. Make a complete list of all recreation facilities in our community. 

5. Do any of the churches provide gymnasiums? Should they do so? 

6. What things are you studying in school that will help you enjoy your 
leisure time? 

7. Do any of the factories or business houses have athletic teams? 

8. Does your rural community have a base ball team? 

9. How many play supervisors does your city employ? Is the number 
sufficient? 

10. Give reasons for your attitude on the question of spending public money 
for public musical concerts. 

11. How may you turn a vacant lot into a private recreation center? 

12. Does our city have a board of censorship to select films suitable for 
children? 

13. Is there a need in your city for "recreation streets" where traffic is 
kept off so that children may play in safety? 

14. Does your rural community have a community center building? 

EDUCATION 

Approach to the Topic 
It is not always easy for the boy and girl to see the value of the educa- 
tion which the school gives. This may be due to two things: a lack of 
understanding and foresight, and to real failure of the school to meet the 
needs of the pupil. We all ought to come to a full realization of what the 
school is doing and what it fails to do. However this may be we can all 
be lead to an appreciation of the ever expanding of educational facilities 
with a view to more adequately meeting present day needs. More money 
is spent annually for public education than for any other one phase of 
government activity in both state and city. How much does Iowa spend 
yearly on education? How much annually do we spend in Des Moines on 
our schools? How much upon elementary education? How much upon sec- 
ondary? Is this difference in cost per pupil justifiable? Why? 

HOW THE COMMUNITY PROVIDES FOR EDUCATION 

Education ought to accomplish the following ends: 

1. It ought to help you to become self-supporting by helping you to dis- 

cover the vocation for which you are best adapted and by helping in 
your preparation for that vocation. 

2. From the standpoint of the community it ought to increase your effi- 

ciency as a contributor to the economic prosperity of the community, 
and thereby also contribute to your own self-respect. 

3. It ought to increase your capacity for enjoyment of your work and 

for enjoyment and wise use of leisure. 



GRADES VII AND VIII 101 

4. It ought to stimulate your desire and develop your ability to participate 

wisely in the affairs of your community. 

5. It ought to cultivate your appreciation of life in all its aspects. These 

points may be discussed in order to bring out the reason why public 
education should be provided. 

HOW THE COMMUNITY PROVIDES FOR EDUCATION 

Course of study. 

What changes have been made in your course of study during the last 
few years? What has been the purpose of these changes? What further 
changes are in prospect? What courses do you think should be introduced 
in your school? What course ought to be changed or dropped? Do you 
think that the studies you are taking have a direct value to you? Can 
you suggest any changes that would make any study more useful to- you? 
Administration. 

Describe in a brief way the administration of your school explaining 
the duties, and responsibilities of teachers, room teachers, principal, super- 
intendent and school beard. What responsibilities have you in the conduct 
of the school? Discuss the advantages of pupil participation in school gov- 
ernment. What is the relation between the school authorities and the city, 
county and state governments? 
School attendance. 

Between what ages is school attendance compulsory in Iowa? What steps 
must be taken to obtain work permits? Are all pupils eligible? What 
restrictions are there as to the kinds of employment that may be secured 
by minors? How are truancy laws enforced in your school community? 
What proportion of pupils complete the elementary school; enter the high 
school; complete the high school? Give causes of pupils leaving school. 
What steps have been taken to prevent retardation and elimination? 
The School as a Factor in the Process ef Americanization. 

The democratizing influence of the school should be made clear by the 
teacher. Advantages of the public school over the private schools should 
be set forth fully. (See Bogardus, on Americanization.) 
Cost of the School. 

How much will high school education in your community cost this year? 
How much of this is for instruction? What is the value of this school 
plant? How is the money raised for school purposes? 

LIST OF AGENCIES CONCERNED IN EDUCATION 

Kindergarten. 

Consolidated schools. 

Elementary schools — rural and town. 

High schools. 

Higher institutions. 

Private schools. 

Correspondence schools. 

Summer Chautauqua. 

Winter reading circles. 

Schools for defectives. 



102 COURSE IN CITIZENSHIP 

(Masses for immigrants. 

Y. M. C. A. 

Civic clubs. 

Literary and Debating clubs. 

Public lectures and sermons. 

Libraries. 

Museums and art galleries. 

Theaters and motion pictures. 

Newspapers and periodicals. 

Parent-Teacher's Associations. 

U. S. Bureau of Education. 

Summer, evening and special schools. 

Corporation schools. 

RESPONSIBILITY OP THE CITIZEN 

In attending school the pupil is participating in the real life of the com- 
munity and the community expects every boy and girl to attend school 
and to do his part to the best of his ability. The pupil must co-operate 
with the school and be loyal to its aims and purposes. Diligence in study 
and regularity in attendance are within the power of nearly every boy and 
girl. The pupil who is doing less than his best is failing to that extent. 
It may also be said that pupils are in a measure responsible for the progress 
of other members of the class and for the proper use and care 
of the public property represented in the school equipment, and the 
kind of schools we have in the community. The pupils can "make or break" the 
school. "This life is what we make it" and school is but a phase of life. 

Make a list of the great educational leaders among the men and women 
of America and outline the life and career of each according to the following 
outline: 

1. When and where born and reared? 

2. Early training and preparation for work of education. 

3. What positions of honor or recognition were held? 

4. What did this man or this woman contribute to American life? 
Prepare a ten minute talk about each of the following educational leaders 

in Iowa. Follow the suggestions given above. 
T. S. Parvin. Amos N. Currier. 

William Beardshear. Henry Sabin. 

Josiah L. Pickard. ■ James Wilson. 

William F. King. Thos. H. McBride. 

James C. Gilchrist. Homer H. Seerley. 

TRANSPORTATION 

Introduction. Our modern civilization would be impossible without easy 
and rapid transportation. This constitutes an indispensible element of 
welfare to the modern community. In spite of this fact we have only re- 
cently come to realize that transportation is a public matter and one in 
which the community should exercise such control that the interest of the 
citizens may be protected. It is important to relate this topic to other ele- 
ments of welfare that have been studied. 



GRADES VII AND VIII , 103 

SUGGESTIVE LESSON— APPROACH 
Approach to the Topic 

An approach might be made to this topic through some item in the news- 
papers concerning transportation, or by the use of printed material pub- 
lished by steamship or railway lines. Another method of approach would 
be to ask how George Washington travelled when he went from Mt. Vernon 
to Philadelphia, and how he moved his armies from one place to another. 
When the older means of travel have been described, consider what means 
we have now which were unknown in Washington's time. The pupils 
should suggest not only the train, trolley, automobile, steamboats, but the 
improved streets and roads which make carriage travel easy where form- 
erly only horseback riders could go. 

The historical approach should make easy a consideration of the- great 
changes made in the life of the community by improvements in the means of 
transportation. Let the pupils make a list of the things which they use 
every day and see how many of these are brought into their community. 
Let them consider one kind of business with which they are familiar and 
see whether it could continue successfully if we had only the transportation 
facilities of a hundred years ago. 

MEANS BY WHICH THE COMMUNITY AIDS TRANSPORTATION 

Mer.ns such as the following may be studied. The number of these to be 
investigated in detail will depend upon the time available and their relative 
importance. 

Streets and highways. 

Opening and grading. 

Paving and repairing. 

Cleaning. 

Lighting. 

Street planning. 

Public highways and toll roads. 
Bridges. 

Township bridges. 

County bridges. 

Town and city bridges. 
Electric railways. 

City lines — surface, subway, elevated. 

Franchises. 

Contracts. 

Interurban lines. 
Steam railways. 

Inter state and intrastate. 
Waterways. 

River transportation. 

Steamship lines — inland and ocean. 

Canals. 
Automobile trucks. 
Aeroplanes — passenger, mail carriers. 



104 COURSE IN CITIZENSHIP 

Before taking up this lesson the teacher should refer to the lesson 
on cleanliness under the topic of Health and to the lesson on streets under 
the topic of Civic Beauty. The emphasis in this lesson should be placed 
not so much on the cleanliness or beauty as on the usefulness and conven- 
ience of the streets as a means of transportation. A good approach might 
be made by asking the pupils to make maps of the neighborhood, indicating 
upon them the kinds of paving and the condition of repair. The class may 
then discuss the various kinds of paving and their relative advantages. It 
is desirable to have samples of the chief varieties to examine in the class- 
room. The discussion should touch upon the importance of smooth and dur- 
able paving as an aid to rapid and safe vehicular traffic. The class should 
know how and by whom repairs are made. 

Referring to their own maps of the neighborhood and to a larger map 
of the whole city, the teacher may call the attention of the pupils to the de- 
lay in the passage of vehicles caused by the checkerboard plan and the. 
narrow streets, and the advantages offered by the diagonal streets where 
they exist, and by wide thoroughfares. 

The maps made by the pupils may be used again to mark the position of 
the lights in the neighborhood. The teacher may ask such questions as — 
"Where are the street lights located?" "How many are there to each 
block?" What kinds of lights are used?" "What is the importance of 
lighting in connection with transportation?" 

If the school is located in a newly built sectien of the community it will 
be easy to bring up the subject of the opening of new streets or new roads 
as an aid to transportation. The pupils may consider how new streets are 
put upon the plan, and how they are graded, paved and lighted. If the 
school is located in an older section the open portions of the community 
map may be used to lead up to the subject. 

SUGGESTIVE LESSON— ELECTRIC RAILWAYS 

On the maps of the neighborhood which are made for the study of streets 
or roads the pupils might place the electric car lines of the vicinity and in- 
dicate the direction and route of each. Pupils who have ridden on these 
lines may tell where the cars took them. They may suggest the places 
where most people would want to go and decide whether these lines take 
them there quickly, conveniently and cheaply. An interesting argument 
might easily arise on the question "Has the community a right to insist 
upon quick, cheap and convenient transportation?" If it has, wha.t im- 
provement should the people of this neighborhood seek to have made? 
Light may be thrown upon this subject by comparison with other localities 
in the community, using a map of the traction system. Reports may be made 
on fares and conveniences in other localities if the teacher' thinks it wise 
to attempt this. 

The pupils will readily see that the community, instead of providing itself 
with transit facilities as it does with water, is entrusting most of this work 
to a corporation. The teacher should impress upon them that the community 
owns the streets and roads and has given the right to use to the company 
in return for services and payments. They should learn the meaning of the 
words "franchise" and "contract" as used in this connection. In order that 



GRADES VII AND VIII 105 

the community may see that the transportation service is well performed 
we have a Department of the City Transit and a state Railroad Commission, 
appointed by the Governor, whose duty it is to protect the interests of the 
people. If there is anything in the daily news about the subject the 
teacher should take care to utilize it. 

The transit question is such an important one that the teacher should 
have maps of any contemplated importance, contrasted with the older lines, 
and try to make these clear to the pupils. The class will be interested in 
considering the time and money estimated to be saved to the members of 
the community when these improvements are put into operation. 

SUGGESTIVE LESSON— STEAM RAILWAYS 

Maps furnish the best means of making this subject clear, but the teacher 
must be careful not to have the lesson become' one in geography. The map 
is only to help to show the community interest in transportation. On an 
outline map of the city locate the lines of steam railways and their ter- 
minals, the class furnishing the information when possible. It will be 
still better to have the pupils use individual small outline maps of the city, 
if these can be had. At the places where the lines leave the city have the 
pupils write the names of the chief points to be reached by each line. 
Next show them a railroad map of the United States, and have them trace 
out the principal routes and show their importance to trade. Discuss the 
necessity for regularity and frequency of trains between the different parts 
of the country. What would happen to us if all trains should stop entering 
Chicago for a week or two? What would happen to us if all the roads 
should double their rates on freight such as coal, flour and meats? Let 
the class apply what they have learned in their geography as to the 
sources of our supplies of food and fuel. 

The pupils will easily see that the community, instead of providing itself 
with these transportation facilities, is dependent upon the railroad cor- 
porations owned and operated by private individuals. The question will 
naturally arise as to what the community does to see that these most im- 
portant duties are performed satisfactorily. The class may be reminded 
of the state railroad commissioners and their power mentioned in a previous 
lesson. Several pupils may read about the work of the Interstate Commerce 
Commission and report to the class. 

The teacher should not neglect this opportunity to review the relation 
of the state and of the national government in this matter. There should 
be in the hands of each pupil a copy of the constitution of the United 
States for reference in this as in all lessons where it is needed. Here they 
should read again the clause giving power over interstate commerce to Con- 
gress, and explain why that does not interfere with the action of the state 
commission. 

In conclusion, the teacher should make it clear that transportation differs 
from other elements of welfare so far studied, except communication, in 
that the community does not as yet provide itself with most of the means 
of transportation but entrusts the work to private agencies. 



106 COURSE IN CITIZENSHIP 

SUGGESTIVE LESSON— SUMMARY OF GOVERNMENTAL AGENCIES 
FOR TRANSPORTATION 

At the close of the series of lessons on the means for transportation the 
teacher should develop with the class a blackboard outline which will show 
the machinery of government which helps to secure this element of welfare. 

TRANSPORTATION 

Township — Board of Trustees, Road Supervisor. 
County — Board of Supervisors, County Engineer. 
City — Mayor, Street Commissioner. 
State — Governor, State Highway Commission. 
Kalion — President, Interstate Commerce Commission. 

RESPONSIBILITY OF THE CITIZEN 

The maintenance of good, convenient and cheap transportation facilities 
is dependent upon organized public opinion. No government will pass or 
enforce laws for the assistance of the people unless the people so demand. 
It is the duty of the citizen to know what the community needs and to 
ask for it through various private organizations. Many good laws and 
ordinances, when secured, are not enforced because there is no feeling in 
favor of their enforcement. 

Moreover, citizens should feel responsibility for doing the little things 
that they can do as individuals. To move up in the street car when the 
conductor asks it, to have the fare ready when one enters the car, to cross 
the street at the regular crossings, to obey the traffic policemen — all these 
are ways of giving assistance and of helping in the enforcement of the law. 

WEALTH 

Introduction. In dealing with the topic of wealth the teacher must 
remember that this is a course in community civics and not in economics. 
In order to maintain this point of view, it may be well for the teacher 
to recall the definitions of the "good citizen" and of "community civics." 
The citizen, however, must be a user and usually a producer of wealth. 
The use and production of wealth have their civic bearings and it is some 
ot tnese that the lessons are intended to point out. 

SUGGESTIVE LESSON— APPROACH 

A. Approach to the Topic 
The teacher might introduce this topic by asking the pupils what their 
fathers and the other grown people in the neighborhood are doing while 
the children are in school. The answer "Working," may be followed by 
the question "At what?" As the various answers are given, the teacher 
should list the occupations mentioned by the pupils. When a fairly good 
list has been developed, the teacher may ask the question "For what are 
these people working?" The answer will probably be "To get money." 
By means of a few simple questions the pupils should be led to see that 
the money which these people earn is of value only in that it enables 
them to purchase the many things which they need. A brief discussion 



GRADES VII AND VIII 107 

may follow on some of the things which we need to satisfy our desires. 
It will be easy to get from the class a list of the more important items of 
food, clothing and shelter. All of these things are produced at a cost of 
work on the part of some one. They represent some of the material things 
for which men are willing to work. We call these things "wealth." 

In a following civics period the teacher should try to have the pupiU 
get a bird's eye view of the means by which the community provides for 
the production and use of wealth. A discussion of the things most In 
evidence in a community, outside of the purely residential districts, will 
make mention cf stores and office buildings, of factories, of transportation 
lines, of people hurrying to and from or at work in their offices, factories 
or stores. All the people are engaged in some form of production, exchange 
or use of wealth. 

B. Cleans by Which a Community Promotes Wealth 
Means such as the following may be studied. The number of these to 
be investigated in detail will depend upon the time available and their 
relative importance. 
Sources of Wealth. 

Natural resources of our country. 
Raw materials. 

Men and women to work up these materials. 
Manufacturing plants. 
Stores and warehouses. 

Railroads, steamships, and other forms of transportation. 
Telegraphs, telephone, postal service, and other forms of communication. 
Migration. 
Transportation. 
Communication. 

Associations to protect travelers. 
Special classes for immigrants. 
Naturalization. 
Voluntary organizations concerned in industry. 
Boards of trade, chambers of commerce. 

Associations of manufacturers, merchants, professional men. 
Labor unions. 
Employment bureaus. 
Farm Bureau Association. 
Spending and Saving. 
Family budgets. 

Banks — school, savings, national, postal savings. 
Building and loan associations. 
Insurance — Life, accident, fire. 
Conservation of natural resources. 
Government protection, promotion and control. 
For the employer. 
Tariff. 

Collection of information on manufactures and trade. 
Provision of port facilities. 
Lighthouses and coast survey. 



108 COURSE IN CITIZENSHIP 

Patents. 

Conservation of natural resources. 
For the employee. 

Regulation of immigration. 

Regulation of hours and conditions of labor. 

Workmen's compensation. 

Pension systems. 
For the consumer. 

Regulation of public service utilities. 

Operation of public service utilities. 

Protection of property. 

Regulation of trusts. 

Prevention of fraud. 

SUGGESTIVE LESSON— SOURCES OF WEALTH 

The lesson on the approach to the topic of wealth will have made the 
pupils familiar with the definition of wealth as "all things for which men 
are willing to work." The pupils have already classified these under the 
general headings of food, clothing, shelter. The question should now be 
raised as to the source of all these things. 

For example, the pupils will readily be able to give the source of the 
material which has been used in the construction of the school building 
and its furniture. The wood may be traced back through the cabinet maker 
or carpenter shop, the saw mill, the railway, the lumber camp, the forest; 
the iron through the foundry, the railroad, the mine, the ore. Such tracing 
back might be worked out for these and other materials and placed on the 
blackboard. With the aid of the teacher the class should be able to develop 
an outline which would be typical of the source of many of the things 
for which men are willing to work: 
Sources of Wealth. 

The natural resources of the community: Soil, minerals, waterpower, 
etc. 

The raw materials from which the finished product is to be made. 

The workers who are engaged at each point in the production of the 
desired articles. 

The great systems of transportation for carrying these materials. 

The mills, factories and shops where the finished products are turned out. 

The stores which aid in distribution. 
From the outline and the work leading up to it the pupils should be 
brought to see the following: First, that nature supplies us with the mate- 
rials from which we make or develop those things which we need or want; 
second, that our own efforts and the efforts of others are necessary before 
either the material becomes available for use or the finished product is 
made possible; third, that we make use of wealth already produced, such 
as railroads, machines and buildings, in preparing this material so that it 
shall be in the form in which we can use it. Care must be taken in handling 
this subject that it does not become a lesson in' geography. The teacher 
should make use of the geographic knowledge which the pupils possess in 
so far as it will aid in the development of the civic ideas underlying the 



GRADES VII AND VIII 109 

work. It is not intended, on the other hand, that the lesson become one 
in economics. 

SUGGESTIVE LESSON— MIGRATION 

This lesson might be begun by having the pupils tell where their parents 
or grandparents lived when they were boys and girls. Instances will be found 
of families who lived in the country or in other cities and who have moved 
into this city. Again, other pupils may tell of parents or grandparents who 
came from other countries. It will be interesting to locate on an outline 
map the places from which the families represented in the class came. The 
various causes which led these families to come should now be considered. 
A correlation should be made with the sixth grade study of the industries 
and occupations of the community. The pupils should see that there are 
many causes which may lead a family to migrate from one part of the coun- 
try to another. They may move because of exceptional opportunity for 
obtaining employment or for transacting business or for securing an edu- 
cation. 

In discussing the problem of migration the teacher should make use of 
the work which has been done under the topic Transportation. It is not 
intended that a review should be made of transportation facilities, but the 
pupils should realize the important part which railroads and steamships 
pl&y in migration. It will be interesting to compare the way in which our 
ancestors came to this community with the way in which they might have 
come had they been living today. 

The method of approach to the problem of immigration will vary with 
the different sections of the city or of the county or state. Where parents 
or children have come into the country recently the natural method would 
be through the story of their own experiences. When this is not the case 
the story of the immigration station at Ellis Island will be interesting. The 
pupils will understand from their knowledge of the history of our country 
that all our families have at some time or other been immigrants. This debt 
of our country to the nations of Europe should be brought out in such a way 
as to l\ave the pupils develop a sympathetic attitude toward the immigrant. 

It will be interesting at this point to review the definition of a community, 
and to consider what we must do with the immigrant if he is to take his 
place properly among the people of our nation. This discussion will include 
not only the educational opportunities which are offered to prepare an alien 
for citizenship, but also the successive steps in the process of naturalization. 
Particular attention should be given to this subject in sections of the state 
where there is a large foreign element. 

SUGGESTIVE LESSON— VOLUNTARY ORGANIZATIONS 

AIDING INDUSTRY 

Pupils who are acquainted with members of labor unions or of Farm Bureau 
Associations may be asked to find out what they can about such organiza- 
tions: how their membership is made up, the purpose of the union or asso- 
ciation, what they do for their members, the local union of workers within a 



110 COURSE IN CITIZENSHIP 

trade, the federation of the unions. These pupils should then report to the 
class their finding, and be ready if possible to answer questions which other 
members of the class may wish to ask. The positive rather than the negative 
side of the work of labor associations should be emphasized. Bring out the 
idea of the service the organization may render the community by protecting 
the interests of the working man, and by raising his wages and his standard 
of living. 

It may easily be shown that just as the workmen of the various trades 
join together for mutual aid, so other members of the community engaged 
in the production or distribution of wealth have their organizations. The 
local business men's association or the Farm Bureau Association, of which 
some of the pupils' fathers may be members, will afford an interesting point 
of approach. Pupils may be assigned to ask their fathers what the association 
is doing. They may bring to class posters, circulars or letters used by this 
organization to boom trade in the local stores, or to advertise the neighbor- 
hood. The step from this to the treatment of other organizations of wider 
scope is an easy one. Local interest should dictate the extent and character 
of the treatment. For example, the Chamber of Commerce is doing work for 
the city as a whole, such as is being done for the neighborhood by the local 
farmer associations. The teacher should have at hand publications of this 
and other community-wide organizations for the pupils to examine. 

SUGGESTIVE LESSON— SPENDING AND SAVING 

The pupils have had the definition of wealth and also a classification of 
the things which comprise it. The question may be asked as to how we 
get these things for which we are willing to work. In the early days men 
were able to produce for themselves the things which they needed. Describe 
the life of a pioneer settler supplying his own needs and those of his 
family without the aid of the outside world. Which of the tools he is 
using has he had to get from others before he could go off into the forest? 
Compare his manner of living and the wealth which he may possess with 
those of a man in our own community. The story of his bartering with the 
Indians for furs may be used to lead up to the question of trade or exchange 
and the medium which we use in our country today to make such business 
possible. The question "What is the use of money?" may now be raised. It 
should be a simple matter for the pupils to see that their fathers, while appar- 
ently working for a number of dollars a week, in reality are working tor 
those things which they and their families purchase with the money they 
receive for \heir labor. 

Pupils should be given some idea of the making of a family budget. It 
wouM be unwise to send them home to investigate how the money is spent, 
but cases may be invented by the teacher which will serve to illustrate how to 
plan wisely for the spending and saving of the family income. They should 
le made familiar with the usual division of income into rent, food, clothing, 
recreation, saving, benevolence, etc., and sufficient illustrations be given to 
have them understand the proportion which might be allotted to each. 

The pupils themselves may have money which they have earned or which 
has been given to them, and which they wish to save. It will be interesting 



GRADES VII AND VIII 111 

to consider what a business man does with money which he has accumulated 
and which he does not wish to spend immediately. This money is of value 
only as it is being used. What will he do with it? The various answers 
such as "Put it in the bank at interest," "Invest it" may be used as a basis for 
taking up one of these subjects. Members of the class may be assigned to 
find out where the banks in the neighborhood are located, what types of 
bank they are, and something about how they do business. Pupils should be 
encouraged to cultivate the habit of saving. This might be done either 
through the school bank, if one exists, or the nearby savings banks, or postal 
savings. 

The problem of saving from a state and national point of view might be 
taken up. The subject of the saving of our forests will correlate well with 
the geography and serve as a splendid illustration of what we are or should 
be doing to conserve our natural resources. A talk illustrated with lantern 
slides might be given by some of the pupils. A few slides carefully- selected 
by the teacher, with a pupil assigned to talk en each as it is shown, will be 
valuable. Magazine articles, pictures and newspaper clippings should be 
collected for study and exhibition. 

SUGGESTIVE LESSON— GOVERNMENTAL PROTECTION, PROMOTION 

AND CONTROL 

All through the previous lessons on wealth the teacher will have found 
opportunities to show the government at work in connection with the busi- 
ness life of the community. At this point it will be well to center the 
attention of the class for a time upon this governmental activity. It will 
be seen that the business of the community is dependent upon the govern- 
ment for its success, because the government gives protection and guidance; 
and also that the people are dependent upon the government to regulate 
business if the best interests of all are to be served alike. 

Consideration may be given to the assistance which the government ex- 
tends to all three classes: employer, employee, and consumer. In response 
to the question "What does the government do to aid the employer?" the 
pupils may make mention of such governmental activities as the supervision 
of banks, the collection of information on manufactures and trade, distri- 
bution of farm and crop bulletins, the protectioin to manufactures given 
by the tariff, and the provision of carrying facilities. A few of the ways 
in which the government of community or city, state or nation aids the em- 
ployer should be discussed in detail so that the pupils may have a definite 
idea of what they mean. 

In response to the question "What does the government do to aid the em- 
ployee?" the pupils may make mention of such governmental activities as 
factory and mine legislation, workmen's compensation, and the control of 
immigration. A few of the ways in which the government of the community 
or city, state or nation aids the employee should be discussed in detail so 
that the pupils may have a definite idea of what they mean. 

In response to the question "What does the government do to aid the 
consumer?" the pupils may make mention of such governmental activities 
as pure food and drug acts, anti-trust laws, and laws regulating state and 



112 COURSE IN CITIZENSHIP 

interstate commerce. These or other instances should be discussed as sug- 
gested above. In all of this discussion the teacher should make use whenever 
possible of the governmental activities studied under previous topics and 
show their relation to the topic of wealth. 

SrGGESTIVE LESSON— SUMMARY OP GOVERNMENTAL AGENCIES 

FOR WEALTH 

At the close of the series of lessons on the means for wealth the teacher 
should develop with the class a blackboard outline which will show the 
machinery of government which helps to secure this element of welfare. 
This outline should not be nearly so elaborate as the one indicated below, 
the detail there presented being merely for the information and guidance of 
the teacher. 



GRADES VII AND VIII 



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COURSE IN CITIZENSHIP 



C. Responsibility of the Citizen 

As the various agencies are being studied the teacher should strive to 
impress the pupils with the obligation resting upon every individual to be 
self-sustaining by his own work, and to participate efficiently in the economic 
life of the world. They should be impressed with the necessity of choosing 
a vocation wisely and of adequate preparation for it. 

The business and industrial relations of the world are founded largely 
upon confidence. This is the basis of credit. Inefficiency or dishonesty in 
one employee or in one employer tends to undermine confidence in all 
employees and employers. 

Opportunity for the highest type of good citizenship is more abundant in 
business than in almost any other department of life, partly because busi- 
ness occupies so large a portion of the citizen's time and attention, but also 
because real devotion to the public welfare so often demands large sacrifices 
of apparent personal interests. 

REVIEW OF THE ORGANIZATION OF THE EXECUTIVE BRANCH OF 
GOVERNMENT— TOWNSHIP, COUNTY, CITY, STATE, NATION 

The work of the seventh and eighth grades up to this point has attempted 
to cover the various elements of welfare in such a way that the pupils 
should be familiar with what is being done by the community in an organ- 
ized w r ay to achieve each of these ends. It is now time for the pupils to see 
how the township, county, city, state and nation are organized, as separate 
political entities, to help secure the various elements of welfare. 

The elements of welfare so far studied may be written side by side across 
the blackboard. The answers to the question "How do the people of our 
community in an organized way attain these elements of welfare?" will 
make mention of officers, bureaus, commissioners and departments of the 
executive branch of the government. It is not necessary to go into the 
details of the different officers, bureaus, etc., although a little may be accep- 
table to freshen the pupil's mind as to the relation of these different authori- 
ties. The outline would then appear something as the following: 



Township 
Township 
Township 
Township 
Township 
Township 



FOR HEALTH 
County City State Nation 

FOR PROTECTION OF LIFE AND PROPERTY 

County City State Nation 

FOR RECREATION 
County City State Nation 

FOR CIVIC BEAUTY 
County City State Nation 

FOR TRANSPORTATION 
County City State Nation 

FOR WEALTH 
County City State Nation 



GRADES VII AND VIII 115 

The pupils should see the relation of all this machinery to the elements 
of welfare. We desire health, protection of life and property, recreation, 
civic beauty, transportation, etc., but are unable unaided to get these things 
for ourselves. We therefore select persons whom we hold responsible to get 
these things for us. 

CHARITIES 

Introduction. Charities are necessitated by the inability or the failure 
of some individuals to secure for themselves the elements of welfare, either 
because of defects or inefficiency on their own part, or because of imperfec- 
tions in social organizations. The term charities has come to include not 
only the care of those who are dependent, but also the efforts of society to 
reduce the causes of dependence. 

SUGGESTIVE LESSON— APPROACH 

A. Approach to the Topic 

A story may be told by the teacher of some one in want who has applied 
for assistance. The pupils will probably be able to follow this with stories 
about beggars whom they have seen. As each story is told, the pupil should 
state the reason which the beggar gave for begging. As the various causes 
for dependency are mentioned they should be placed on the blackboard. 
They may later be classified somewhat as follows: 

Sickness. 

Physical defects, such as blindness or deafness. 

Accidents. 

Loss of bread-winner. 

Lack of employment. 

Lack of skill. 

Insufficient wages. 

Laziness. 

Shiftlessness. 
The pupils should be led to see that there are different groups of people 
who are dependent on the community. First, there is the group of men 
and women who are willing to work but through some misfortune or acci- 
dent are unable to support themselves. Second, there is the group of men 
and women who are able to work but because of lack of skill, or irregularity 
of employment, are unable to earn enough to be self-supporting. Third, 
there is the group of men and women who are able to work but who are un- 
willing to put forth the effort and prefer to be cared for by others. The 
first group must be cared for permanently; the second must be assisted 
temporarily and restored to economic independence; the third should be 
compelled to become self-supporting. 

The question may now be raised whether there are people not mentioned 
in the list who have to be supported by the community. Children and some 
old people are dependent upon others to support them, but we do not 
consider these as being objects of charity. When, however, they do not 
have relatives to keep them it is necessary for the community to take care 
of them. 



11(5 COURSE IN CITIZENSHIP 

The question may next be raised as to what we are doing for these 
people about whom we have been talking. After suggestions have been 
offered by the class, the teacher might have the pupils go through the causes 
of dependency and develop a list of the agencies which the community has 
established to meet this problem. 

B. Means by Which the Community Provides for Charity 
Means such as the following may be studied. The number of these to 
be investigated in detail will depend upon the time available and their 
relative importance. 
Private. 

Voluntary charitable organizations. 
Churches. 

Fraternal organizations. 
Settlements. 

Relief and social-service departments of business corporations. 
Schools of philanthropy. 
Philanthropic foundations. 
Public. 

County, city and state institutions for dependents and defectives. 
County, city and state departments for charity. 
Township, county and city courts. 
Mothers' pensions. 
Employment bureaus. 

SUGGESTIVE LESSON— VOLUNTARY CHARITABLE ORGANIZATIONS 

In the lesson on the approach to the topic a number of instances will 
have been mentioned of persons who have applied for assistance. The teach- 
er should select from these a few of the cases which will best serve as 
illustrations. Taking one case at a time let the pupils consider it and 
decide as to the best way of doing the greatest amount of good to the 
person involved. For example, a child may have come to our door begging 
for bread. We are interested enough to be really willing to help her. Sup- 
pose we find out where she lives and pay a visit to her home. It may be 
that the father has been thrown out of work through sickness or some 
other reason, and that he is willing to work but has been unable to secure 
a position. Or, again, the father may have died and left the mother and 
little ones without any means of support. Or, the parents may be able to 
work but prefer the apparently easier way of letting the little girl beg for 
their food. These and many other possibilities may be suggested by the 
class. 

It will be seen that the problem is not so simple as it seemed at first. The 
mere giving of a piece of bread or a few pennies certainly will not suffice to 
settle so complicated a problem. Food and other necessities may have 
to be provided until the family can earn money to buy them for themselves. 
Rut then must follow a careful study of the family resources to find what 
relatives or what church or fraternal organization may be appealed to and 
what work may be found for the adult members of the family. In some 



GRADES VII AND VIII 117 

cases it may be necessary to counsel with them, giving them new ideas and 
a new sense of responsibility. All this requires time. The rehabilitation 
of a home may be the work of one, two or more years. How many of us 
have either the time, the money, the influence or the wisdom to handle? 
all these questions and to guide the affairs of this family in distress to a 
successful conclusion? What then can we do when cases of real need are 
brought to our attention and we wish to help these poor people and not 
merely to salve our conscience with the giving of a few pennies? 

The helplessness of the individual in the face of these and many other 
even more difficult problems will be evident. The pupils are now ready for 
the story of how the community organizes itself to get the results which 
we have just seen to be desirable. If any of the pupils are familiar with 
a charitable society they might be called on to tell about its methods. This 
account may be of the work of some organization other than those which 
are community-wide in their scope. If such is the case, the teacher will 
be able by means of questions to bring out the fact that while the smaller 
organization may be able to render much service it will do its best work 
only when it co-operates with the larger organizations. Reports of the 
principal charitable societies would be valuable as showing the extent of 
the work of these various organizations. 

SUGGESTIVE LESSON— CHARITIES 

The previous lessons will have brought out the need of charity and the 
importance of wise charity. In the course of these lessons most of the 
community institutions will probably have been mentioned and the dis- 
tinction made between private and public charities. The teacher might 
now try to assemble this information in answer to the question "What does 
your community do to care for those who cannot help themselves?" The 
replies given by the pupils will probably include most of the agencies which 
may then be placed upon the blackboard under their correct names. It is 
desirable that the teacher should have visited the local institutions, for 
only in that way can one secure an appreciation of our problems in the 
care of dependents. The teacher should show the location of these institu- 
tions, as they are mentioned, on a map of the city. 

At this point the pupils may be asked, to name the various classes of 
dependents who have to be cared for by the community. The classification 
will be somewhat as follows: 

The sick. 

The insane. 

The feeble-minded. 

Children. 

Old people. 
The teacher may then ask "W T hy is it desirable that these classes of 
dependents should be cared for in separate places?" "Which of them could 
be better cared for in a country environment?" 

The class will be interested in the social service work of the charity organi- 
zation, especially the part which has to do with the placing out in families 
of the children who have been left to the community's care. 



118 COURSE IN CITIZENSHIP 

SUGGESTIVE LESSON— SUMMARY OF GOVERNMENTAL AGENCIES 

FOR CHARITIES 

At the close of the series of lessons on the means for charities the teacher 
should develop with the class a blackboard outline which will show the 
machinery of government which helps to secure this element of welfare. 

FOR CHARITIES 

Township — Board of Trustees. 

County — Board of Supervisors, County Farm, Hospitals (Private Organ- 
izations). 

City — Council, Secretary of Charities, Hospitals (Private Organizations). 
State — Board of Health, Soldiers' Home, Orphans' Home, State Hospitals. 
Nation — Legislation by Congress. 

C. Responsibility of the Citizen 
A proper sympathy for the unfortunate should be developed, but with 
an understanding that we must not let our emotions lead us to doing an 
unkindness to the one whom we wish to help. Therefore the danger of in- 
discriminate giving, which only pauperizes the recipient, should be im- 
pressed on the pupils. The class should know that there are right and 
wrong ways of giving; and that improper giving, instead of helping the 
one it is intended to help tends to pauperize and make an already bad con- 
dition worse. The pupils should realize that the problem of poverty is an 
extremely complicated one, requiring the services of a trained worker, 
just as a case of illness requires a physician. The study of the agencies 
which are attacking these problems constructively should lead to a proper 
understanding and sympathy with their work and a willingness to co-operate 
with them. 

CORRECTION 

Introduction. The study of community civics to this point should have 
made clear the necessity for order in the community. That is, there must be 
rules and regulations to which all must conform if community life is to run 
smoothly and if the interests of each citizen are to be safeguarded. 

There are always some, however, who for one reason or another do not 
conform to the rules which the community as a whole has agreed upon. 
Such individuals, or groups of individuals, are sources of disorder and 
threaten the rights of others. The question therefore arises "What should 
the community do with such individuals?" 

Until very recently the idea of punishment predominated in the treat- 
ment of offenders. Punishment still holds a prominent place, but the 
tendency now is to try to transform the offender into an orderly and effi- 
cient member of the community. Punishment may still be necessary in 
many cases, but it is losing its vengeful character, and is becoming more and 
more preventive and correctional. 

SUGGESTIVE LESSON— APPROACH 

A. Approach to the Topic 
In the treatment of certain elements of welfare which have already been 
studied, the pupils will have become acquainted with the constable and 



GRADES VII AND VIII 119 

police force of the community as an important part of the law-enforcing 
branch of the government. In considering this arm of the law in such 
topics as Health and Protection of life and property the positive or more 
constructive part of the police work will have been brought out. 
A brief consideration of this phase of the policeman's activity might be 
followed by having the pupils talk about the work of the police and the 
constable as they come in contact with those who break the law. 

The teacher might tell briefly the story of the handling of offenders 
against the law in the past, and show that there was no distinction made 
on the basis of euher age or offense. The fact should be brought out that 
the community has come to realize the evils of the older methods and is 
providing better ways of dealing with offenders. When the pupils are 
aware of the means which exist for the handling of each class of case3 
they should tell about them. The means mentioned might then be listed 
on the blackboard. 

B. Means by Which the Community Provides- for Correction 

Means such as the following may be studied. The number of these to be 
investigated in detail will depend upon the time available and their relative 
importance. 
For adults 

Courts 

Prisons 

Labor colonies. 
For children 

Juvenile courts 

Reform schools and reformatories 

Probation. 
Prison reform associations. 
Prisoners' aid associations. 

SUGGESTIVE LESSON— TREATMENT OF ADULT DELINQUENTS 

Let the pupils tell what is done with an offender against the law after 
he is arrested. They will give varying accounts from their general informa- 
tion, more or less correct. By piecing together their contributions and ask- 
ing more questions the teacher can build up a fairly clear idea of the com- 
munity courts. They will confuse the regular courts and the justices' 
courts at first. After the distinction is understood the teacher may let 
them discuss first the justices' courts, as they are the simpler. It should 
be made clear in what kinds of cases these courts have power to sentence, 
and in what kinds of cases they must remand the offender for a further 
trial. The cases held for trial lead to the further consideration of the 
criminal courts. In this connection the teacher would do well to outline 
the steps in a criminal trial, making clear the distinction between a criminal 
and a civil case. 

Before leaving the subject of the courts the teacher should refer to state 
and national courts, explaining their respective jurisdictions. 

Next will come the inquiry as to the prisons to which offenders may be 



120 COURSE IN CITIZENSHIP 

committed. They are — town or city jail, county jail, reform schools, state 
reformatories, penitentiaries. 

The question may be raised "Why does the community send offenders to 
prison?" The probable answers will be "To punish them" or "To protect 
us from them." The teacher should then ask "If the community needs to 
be protected from these dangerous people, is that object accomplished 
merely by locking them up for a while and then turning them loose on 
the community again?" The class may suggest that the prisons should 
make the criminals better men and women, if possible, and help to start 
them as useful citizens when they are released. As means to this end the 
pupils may suggest work and education. The teacher should dwell upon 
the need for work and recreation in order that the prisoners may remain 
healthy and return to the community better citizens. The use of probation 
and of the indeterminate sentence and parole should be explained. The 
teacher may talk over with the pupils the work of prisoners' aid associations 
in helping the men or women to start in life again after release, thus 
preventing their return to a life of crime. 

SUGGESTIVE LESSON— TREATMENT OF JUVENILE DELINQUENTS 

The subject of juvenile delinquency is one which will require careful 
treatment in a class of young pupils. Therefore it will be best for the 
teacher to handle it ruther than to leave it open to free discussion by the 
class. The teacher stould describe the Juvenile court and the Reform 
schools, preferably after having made a visit to them. A story may be 
told of a real case of a child taken before the court, mentioning no names, 
but showing the operation of the court and of the system of probation. The 
need for such a separate court should be made clear. Children often break 
the law through lack of knowledge and judgment; therefore the community 
is interested in seeing that they are properly dealt with in order to prevent 
them from becoming real criminals. 

The teacher will handle the subject of reform schools with much more 
sympathy after having visited such institutions. The pupils should know 
which institutions are provided by the state and which by private agencies. 
Emphasis should be given to the fact that these institutions are not prisons, 
but places for the training of young people to be useful citizens. 

SUGGESTIVE LESSON— SUMMARY OF GOVERNMENTAL AGENCIES 

FOR CORRECTION 

At the close of the series of lessons on the means for correction the teacher 
should develop with the class a blackboard outline which will show the ma- 
chinery of government which helps to secure this element of welfare. 

FOR CORRECTION 

Township — Constable, Justices' court. 
City — Police, Municipal courts, jail. 
County — Sheriff, District courts^ jail. 

State — Governor, District courtf, Reform schools, Board of pardons and 
parole, Indeterminate sentence. 



GRADES VII AND VIII 121 

Nation — United States Marshals, U. S. District courts, Federal peniten- 
tiaries, Pardon by President. 

C. Responsibility of the Citizen 

The good citizen will be careful to take the right attitude toward those 
who are accused of having broken the law. In the first place, he will not 
come to the conclusion that a person is guilty until he has been proven so. 
In the second place, he will be anxious to understand the causes or motives 
that have led to the wrong doing, and though he may not condone the evil 
he will be charitable in his judgment. Finally, he will be willing to lend a 
helping hand to any who have served imprisonment and who really desire 
to become normal members of society. 

HOW OUR LAWS ARE MADE 

Introduction. In considering the various elements of welfare frequent 
reference has been made to laws. Hence the pupils may be supposed to 
know in a general way what laws are. This information, however, has come 
as incidental to the study of the machinery of the executive branch of the 
government. It is intended at this point to make a study of the process o-: 
law-making. The object of this section of the work is to develop in the 
pupils an intelligent and sympathetic attitude with respect to the laws of 
the community and a willingness to co-operate in their enforcement. 

SUGGESTIVE LESSON— APPROACH 

A. Approach to the Topic 

The pupils will be familiar with the effort which the community is mak- 
ing to attain the various elements of welfare. City ordinances, state and 
national laws will have been mentioned from time to time and the method 
of their enforcement studied. The teacher should make sure that the pupils 
understand that a law is the expressed — formulated — will of the people. 

The idea of the necessity for laws should now be reviewed. The pupils 
will be able to give illustrations of the impossibility of playing even a simple 
game unless the players know and abide by the rules. So in the game of 
life, in which people are striving for health, for the protection of life and 
property, and for the other, elements of welfare we must abide by rules and 
laws. For example, the pupils have seen in their study of pare air, the 
first subject under Health, that we cannot breathe pure air without the co- 
operation of our neighbors, so we must play the game together. In this way 
the idea of the necessity for laws may be built up. It will be discovered 
that they have grown out of the experience of the community. 

Now comes the question "How are these laws actually made?" The pupils 
will be able to give illustrations of laws which they have to obey — for 
example, the regulations of the home and the school. They will be able 
to tell who makes such regulations and in many instances why they ar. 1 
made. Some of the boys may be able to tell how the rules for such games 
as baseball, basketball or football are made. The teacher should now turn 
the attention of the class to the question "How do we get those laws which 
all members of the community are required to obey?" The answer will 



122 COURSE IN CITIZENSHIP 

be "Through the work of the township trustees, the county supervisors, the 
city councils, the state legislature and congress." The idea of a repre- 
sentative government should now be developed. The thought should be 
brought out that all the people cannot come together and express their 
will, and that therefore some form of representation must be used. 

B. Means by which the Community Provides for the Making of Laws 

Means such as the following may be studied. The number of these to 
be investigated in detail will depend upon the time available and their 
relative importance. 
Private organizations. 
Legislative bodies — 

Township trustees. 

County supervisors. 

Town and city councils. 

State legislatures. 

Congress. 
The Executive. 
The courts. 
Constitutional conventions. 

State. 

National. 

SUGGESTIVE LESSON— HOW OUR LAWS ARE MADE 

If some form of class organization exists, it might be made to serve as 
an introduction of this study. The school athletic association or the debat- 
ing society might also be used for this purpose. If no such organizations 
exist, there will most likely be found pupils who belong to societies outside 
the school. The teacher might have the pupils tell something of the way 
in which the organization with which they are familiar does its work. 
The discussion which follows will include such matters of parliamentary 
procedure as a resolution, how it is presented, the vote upon it, how it is 
passed or lost, and the term "majority." The pupils will see that such pro- 
cedure is necessary if the community, the class or the organization, is to 
formulate its will. 

The organization of the township trustees as a legislative body may 
be briefly discussed. It consists of three men, one of whom is chairman. 
The trustees enact rules or laws for the township in so far as they are 
given power by the state legislature. Their duties as legislators are very few 
and of simple nature. 

The legislative powers of the county supervisors are slightly larger than 
are those of the township trustees, but the laws of the county, like those 
of the township are made by the state legislature. The county supervisors 
organize and choose a chairman. The secretary of the board of super- 
visors is the county auditor. The supervisors may legislate on details of 
county matters, such as locating public highways, appropriating money for 
county buildings, etc. 



GRADES VII AND VIII 123 

Attention should now be turned to a wider community — the city. The 
question should now be asked "How does the city formulate its will?" The 
pupils are already familiar with the council as the law-making body of 
the city; and they should find out by inquiry the qualifications and terms 
of office of councilmen, and the names of the men who represent their 
ward. The method by which the laws — ordinances — of the city ' are made 
may best be illustrated by following some measure of local interest in 
its journey through the council until it becomes a law. The teacher 
should tell briefly the story of how the interest of the community is aroused 
in some needed improvement, often through the efforts of some private 
organization such as a business men's association. The progress of the bill 
or resolution should then be followed, from the time a councilman agrees 
to introduce it, through the various steps which must be taken — including 
its consideration in committee, the three readings and debate, the final 
vote, and its signing by the Mayor. This explanation should be as simple 
as possible and then given in such a way that the pupils will be able to 
understand what the council is doing. The impossibility of thorough study 
and discussion, by the whole body, of the numerous bills which are pre- 
sented, and the necessity for such study and consideration in special 
committees, should be shown. Much interest will be added to this work 
if the pupils know that it will enable them to understand what is going 
on in the council when they visit such body. 

At this point, if possible, a visit should be made to see the council in 
session. The teacher should make all necessary arrangements in advance. 
On this same trip advantage may be taken of the opportunity afforded to 
visit the office of the Mayor and one of the court rooms. 

In the civics period next following the visit, the class should be organ- 
ized into a council. Bills on matters of local interest prepared by selected 
pupils, assisted by the teacher, should be presented, and the class should 
go through the procedure of passing them. This may even be carried 
out to the point of referring to committees. If the bills when passed are 
referred to the teacher, who may be asked to act as Mayor, it will add 
interest to the procedure. Not more than two periods should be used for 
this purpose, and in most instances one will be found sufficient. It is 
intended that the method of law-making in the city be treated in enough 
detail to permit its being used as a type to which reference may be made 
when legislation in the state and the nation is taken up. 

In the treatment of the state legislature — the general assembly — the 
teacher should refer to the city council and show how the method of 
passing legislation follows a parallel course. If time permits, the class 
may be organized into one of the state legislative bodies and pass on some 
matter of state interest. The teacher should call attention to the fact that 
the bulk of our legislation is by the state. A review of the laws already 
considered under the various elements of welfare will serve to show the 
importance of sta'e legislation. Among recent laws mention should be 
made of the child labor law, the workmen's compensation law, the widowed 
mothers' pension law, and factory legislation. The pupils should become 
familiar with the names of the men who represent them in the state leg- 
islature. 






124 COURSE IN CITIZENSHIP 

In considering how our nation makes its laws it will be well to follow 
some topic of current interest which is being considered in Congress and 
discussed by the newspapers. The organization of Congress should be found 
by reference to the Constitution. The Senate and the House of Representa- 
tives should be compared to the Houses of the State Legislature. Pupils 
should know the name of the representative in Congress from their own 
congressional district and the names of the senators from Iowa. The 
pupils should compare the type of subjects legislated on by Congress with 
that by the Legislature. In making this comparison reference should be 
made to the powers of Congress as enumerated in the Constitution. Much 
interest will be added to this work if constant use is made of newspapers, 
magazine articles and a class bulletin board. 

At the close of this study the teachers should see that the pupils under- 
stand how city, state and nation work together in the matter of legislation. 
From the comparison of the kinds of matters legislated upon by the three 
governments the pupils should see that each has its own field of work. 
The idea that they supplement each other without conflicting should be 
developed. By referring to the constitution the pupils will discover that 
powers not granted by the constitution to the nation are reserved to the 
states. The city should be seen as the creature of the state, deriving its 
powers from the state, such powers being specified in the city charter. 

The part which the chief executive plays in legislation, by signing or 
vetoing a bill, will have been brought out in the study of the passage of 
a bill. The pupils should understand, in addition to this, how the executive 
initiates legislation. Parts of recent messages of President, Governor or 
Mayor should be read by the pupils. The class should see how the exec- 
utive, representing the entire community, has a breadth of view whirh 
enables him wisely to advise the legislative body as to needed legislation. 

The pupils will be familiar from their study of history with the story 
of the Constitutional Convention of 1787. It should be explained that 
this, together with the subsequent ratification by the states, was the 
method of making the supreme law of the land. Reference should then 
be made to the amendments to the constitution and the method of amend- 
ing should be read and explained with reference to the thirteenth, four- 
teenth, fifteenth, sixteenth, seventeenth, eighteenth and nineteenth amend- 
ments. 

SUGGESTIVE LESSON— FINANCIAL POWERS OF THE LEGISLATIVE 

BRANCH 

Almost any one of the laws which have been used as illustrations of law- 
making will serve also to call attention to the taxing power of the legis- 
lative branch. Let us. assume that the most recent child labor law has 
been under discussion. By asking how the law provides for its own en- 
forcement the teacher will bring out the fact that the Commissioner of 
Labor at Des Moines is. obliged by the law to maintain inspectors to 
enforce the law. This will lead to the inquiry as to where the salaries 
of the inspectors come from, and to the discovery that the legislature 
must appropriate the money for this purpose, It will be seen that appro- 
priation bills are a large and important part of the legislative program, 



GRADES VII AND VIII 125 

particularly toward the end of the session, when provision must he made 
for the expenses of the next two years. 

It would be interesting to look up the amount of money appropriated by 
the last session of the legislature, by the last session of congress, and by 
the city council for the preceding year, and to note the main items for 
which the money was to be used. By the time the lesson ha3 proceeded 
this far some pupil will be ready to inquire where all this money comes 
from. Most of the class will have heard of taxes, and the teacher may 
lead them to suggest many kinds of taxes. Among these will be a number 
which are familiar to all, such as those represented by the poll tax 
receipt, the real estate tax receipt, the stamp on the bot':lc o: perfumery, 
the excise stamp on the box of cigars, the license tag on the autonio rile, and 
the license tag on the vender's cart. It is not intended that an exhaustive 
list of taxes should be made, but that examples should be • secured of 
several kinds. It is important to bring out by comparison the different 
fields of taxation open to three different governments, with the reason 
for this division. Preference should also be made to the funds raised and 
expended by the Board of Education for the support of the public schools. 

If the teacher thinks it wise, the meaning of the word "budget" as 
applied to government appropriations may be explained. In the fall term 
the discussions in the newspapers over the framing of the city budget for 
:he next year will furnish good material for the class work. If the class 
is so fortunate as to make its visit to the city council in the fall, matters of 
taxation are quite likely to be the theme of discussion. The pupils may 
be asked to recall incidents in their study of history which illustrate the 
importance of taxation as a political issue, and to try to find out the 
reasons why people have always been so concerned over taxation. It 
will be seen that the representatives of the people have been able to 
exercise a great deal of control over the executive branch of the govern- 
ment by their power to give or withhold appropriations. So the people 
have always been jealous lest that power should be lost. 

The pupils will be impressed with the large amount of money expended 
by city, state and nation. It will be easy then to start a discussion on 
the question "Do the people get their money's worth for all this expendi- 
ture?" This discussion is likely to lead to a partial enumeration of the 
services performed by the government in securing for us the elements 
of welfare, and to a consideration of the value of these services. 

The next question would naturally be "Should tax-payers object to any 
increase in the taxes?" The replies should bring out the point that 
this depends upon the use that is made of the money. If the expendi- 
ture brings benefits, then it will be a good investment for the tax-payer. 
If it is wasted, then the tax-payer has a right to object. 

C. Responsibility of the Citizen 
The laws which a community possesses reflect the character of its 
citizens. The people must keep constantly before their representative-, 
what they themselves want. This is usually clone through private organi- 
zations which employ experts to draft bills and persuade members of the 
legislative bodies to introduce them and see them through. These organiza- 



126 COURSE IN CITIZENSHIP 

tions must also educate the public to demand the new legislation by dis- 
tributing pamphlets, holding meetings and getting publicity in the news- 
papers. When the legislators feel that public opinion demands a thing 
they are likely to pay attention. A good example of how private organi- 
zations have been able to arouse public opinion and focus it on the legisla- 
ture may be found in the enactment of child labor legislation. The duty 
of the citizen is to become a member of some active association which is 
working for the good of the community and help it in every way he or 
she can. 

The duty of seeing that good laws are passed is occasional, and has to be 
left mostly to adults, but we all have the duty of obeying the laws after 
they are passed. The pupil who belongs to a club will realize that when 
a rule has been passed by a majority vote the loyal member always obeys 
it, even if he voted on the other side. So the laws passed by our repre- 
sentatives should be carried out, for these laws must be assumed to ex- 
press the will of the majority of the community. A good illustration of a 
failure to realize this duty to obey the laws may be found in the habitual 
disregard of the ordinance of a council which forbids the littering of the 
streets. In this matter many otherwise good citizens seem to forget that the 
ordinance is for the benefit of the community of which they themselves are 
members. 

PARTY GOVERNMENT 

Introduction. All our government, whether of city, state or nation, is 
through political parties. These parties have grown out of certain great 
problems which have confronted our people, such as the tariff, slavery, 
labor or prohibition. 

Within the smaller communities these problems may be of a purely local 
character, in which case a local party may be formed. In national affairs, 
however, it is only when a problem is of nation-wide importance that we 
find a national political party. The teacher should have the pupils 
see that a common interest in a cause brings people of like views together, 
and that to have a legislative body which will formulate their will and an 
executive who will enforce it they are compelled to unite. Such union pro- 
duces the political party. 

SUGGESTIVE LESSON— APPROACH 
A. Approach to the Topic 
Following instructions given elsewhere in the course the teacher will 
have presented to the class the story of elections at the time an election 
was being held. The pupils may therefore be supposed to have been intro- 
duced to this subject. A few questions will suffice to bring out what is 
done at an election and the names of the more important political parties. 
The teacher might then raise the question "Why do we have political par- 
ties?" The answer may be found by referring to the history with which 
the pupils are familiar and having them tell how the first political parties, 
the Federalist and the Anti-Federalist, grew out of conflicting views on the 
interpretation of the constitution. By further questioning, the teacher 
should develop the idea that all our political parties have originated in 



GRADES VII AND VIII 127 

differences of opinion among the people concerning topics of importanca 
or the relative value of topics before the people. For example, people are 
divided in their attitude toward the tariff. If they are to have the sort 
of tariff they want they must see that the members of Congress who favor 
their view are in the majority, so that laws will be made accordingly. 
They must also see that the President is a man who is favorable to their 
view and will approve when Congress passes bills to this intent. In order 
to do all this they must put aside personal feeling and agree, for instance 
in the case of the President, to unite in their efforts to elect a certain 
man, while in each congressional district they must work together to elect 
a congressman who will properly represent them on this issue. 

It is impossible for all the people who hold the same view to get together* 
and decide who shall represent them. It therefore becomes necessary for 
some to acquiesce in the choice, by others, of the candidates and to delegate 
to others the management of the campaign. This means party machinery, 
and it is through such machinery that our country is governed. 

B. Means by Which the Community Provides for Party Government 
Means such as the following may be studied. The number of these to be 
investigated in detail will depend upon the time available and their rela- 
tive importance. 
Party organization 

Township committee. 

Ward committee. 

City committee. 

County committee. 

State committee 

National committee. 

Caucus. 

National nominating convention. 

Political clubs. 

The campaign. 
Election machinery 

Personal registration. 

Party enrollment. 

Nomination petition. 

Primary election. 

General election. 

Election officers. 

Ballots. 

Counting the vote. 

SUGGESTIVE LESSON— PARTY ORGANIZATION 

In the lesson on the approach to the topic of party government the pupils 
have become familiar with the reason for the existence of political parties 
and what they are striving to do. An interesting approach to the question 
of party organization might be made by dividing the class into committees 
to investigate certain topics and report to the class. One group might 
make on the blackboard a map of the neighborhood and locate on it the 



128 COURSE IN CITIZENSHIP 

polling places. This map with the accompanying report will bring out the 
idea of the election district or precinct. Another group composed of 
pupils representing different precincts might report on the names of the 
workers of the various parties in their respective districts. To another 
group might be assigned the problem of finding out about the ward com- 
mittees or township committees of the principal parties and the work done 
by them. The names of any members of these committees whom the pupils 
know will be interesting. To another group might be assigned the subject 
of political clubs and their work. The teacher should act simply as a 
guide while these reports are being made. By comparison the teacher will 
be able to show readily the organization and work of the state and national 
.committees. 

The story of the nomination of the President and Vice-President in the 
national nominating convention should be graphically told. Newspaper 
files of nominating conventions will add much interest to the work. Such 
reports should be collected when available and filed away for future use. 
Mention should be made of the party platform. It will be found interesting 
to follow the newspapers to see how the party in power is keeping to its 
platform and campaign pledges. The story of the campaign should be told 
with reference to previous ones mentioned in history. During the cam- 
paign, pictures of the candidates, together with proper campaign literature 
and cartoons, will add much to the interest of the work. As occasion 
offers, the story of the nomination of a governor or a mayor should be 
taught. In all this work the teacher must maintain a position of strict 
neutrality. 

SUGGESTIVE LESSON— ELECTION MACHINERY 

The time for the study of elections and election machinery is at election 
time. When such an event is taking place it is recommended that the teacher 
whether of the seventh or the eighth grade, shall sidetrack temporarily the 
topic under consideration to take up with the class the subject of elections. 

In the seventh grade this should be treated as any other matter of cur- 
rent interest. On a registration day, and on the day of primary or a 
general election, the teacher should tell the class what is going on. From 
specimen ballots at election time the pupils should find out what positions 
are being filled. The teacher should develop with the class the part which 
these officials will play, when elected, in aiding the community to achieve 
the elements of welfare which the class has already studied. 

In the eighth grade this work should be treated in detail. The most 
interesting way of doing this is to have the pupils act out the process 
of registration and election. At the time for registration the teacher 
should explain to the class the plan of personal registration as we have 
it in Iowa, and the qualifications which one must have in order to be 
allowed to register and vote. The reasons for such personal registration 
should be made clear. The class should then act out the process. A 
group of pupils should be selected to serve as registrars. The members 
of the class should then go through the process of registering. The record 
of registration should be kept for use at the time of the election. The 
teacher should discur.s the question of enrollment, and show that it is 



GRADES VII AND VIII 129 

necessary to enroll with some political party if we are to vote on the 
ticket of that party at the primary election. 

At the time of the election the pupils should be encouraged to secure 
from their parents or other voters copies of the specimen ballots. At the 
primary election the teacher should show with the aid of ballots that each 
party is selecting its candidates, whose names are to appear on the ballot 
at the general election. If sufficient copies of specimen ballots can be ob- 
tained the primary election might be acted out, following in a general way 
the method described below for a general election. Emphasis should be 
placed on the importance of every voter participating intelligently in the 
primary election. 

On the day of the general election the school should be organized into 
an election district. Election officers who have been elected at the primary, 
if possible, should conduct the election. They should be supplied with the 
specimen ballots brought in by the members of the class and with the 
registration records. The pupils should come to the desk around which 
the election officers are seated, secure their ballots, mark them and deposit 
them in the ballot-box. The waste paper basket may be made to serve this 
purpose quite well. The votes might then be counted and the result of the 
election placed on the board. Before the vote is cast the teacher should 
explain how the ballots are marked. The pupils should understand how 
one may either vote a straight ticket or scratched ballot. The teacher 
should emphasize the fact that an error in marking the ballot results in 
its being thrown out and the vote lost. The pupils should see that the 
exercise of the suffrage is both a privilege and a duty. 

^""" C. Responsibility of the Citizen 

As the course started in the first grade with the individual so it must 
return to the individual as the source of all governmental power. Every 
service rendered, every element of welfare obtained, has been for the 
individuals who together comprise the community, whether of home or of 
nation. Moreover, all that has been accomplished for the welfare of the 
whole has been the result of the collective efforts of individuals. In last 
analysis each member of the group shares the responsibility for all condi- 
tions which exist, whether good or evil, over which he has any measure of 
control. The character of the government and the nature of its acts are 
determined by the will of the people. It is on the ballot that the citizen 
must rely in so small degree to formulate this will. This being true, there 
is no phase of civic instruction which should be driven home with greater 
forcefulness than the necessity for intelligent, faithful service to the com- 
munity through the exercise of the suffrage. 

Pupils in seventh and eighth grades will find interest and valuable in- 
formation in the study of the life and character of great American leaders. 
The teacher ought to assign to each member of the class one of the 
following statesmen as the subject of a written essay, or the topic for a 
ten minute talk. In the preparation of such topic it will be well to follow 
some such plan of procedure as the following: 

Date and place of birth. 

Early life and surroundings. 






130 



COURSE IN CITIZENSHIP 



Early education and training. 

Experience in public life and office holding. 

His official acts of prominence. 

His contribution to American institutions. 

William Penn Horace Greeley 

Benj. Franklin James G. Blaine 

Patrick Henry Samuel J. Tilden 

John Adams Grover Cleveland 

George Washington John Hay 

Thomas Jefferson Theodore Roosevelt 

James Madison Lucretia Mott 

John Marshall Harriett Beecher Stowe 

Andrew Jackson Susan B. Anthony 

Abraham Lincoln Anna Howard Shaw 



AIDS IN TEACHING CIVICS 

The laboratory method of teaching civics and citizenship will soon become 
as popular as a means of handling those subjects as it has already become 
in the teaching of science. The time is past when a teacher was able to 
satisfy the requirements of civics teaching from a simple text with a few 
set questions at the close of each chapter. 

The lists of text-books and reference books here given, have been care- 
fully selected and furnish material for completing the outline preceding. 
The committee preparing this course in Citizenship, urges directors and 
school boards to co-operate with the teacher and superintendent in placing 
these books and helps in the school library where both teacher and pupils 
may have daily access to them. In fact it is absolutely necessary that the 
more important books here listed be placed in the school rooms as soon as 
the course of study is taken up by the teacher with the class. The teaching 
of citizenship will be a failure if the old methods of mere text-book questions 
and answers is continued in our public schools. Both teachers and pupils 
must have materials with which to work. 

The teaching of citizenship is the greatest problem in the public schools 
today. To make good citizens is the whole aim and purpose of public edu- 
cation. The people of Iowa are paying higher taxes for the support of 
public education than ever before — surely they have a right to expect 
the schools to give to the communities in which they live, a better trained 
citizenship than ever before. This can only be the result of the best equipped 
schools with the best possible trained teachers. By all means, let us supply 
the schools with the necessary books for the teaching of citizenship. 



REFERENCE BOOKS 131 

REFERENCE BOOKS AND TEXT BOOKS IN AMERICAN CITIZENSHIP 

IN THE GRADES 

For the Primary Grades. 

1. Aesops Fables, V. S. Jones. Doubleday, Page & Co., New York. 

2. Aldine Readers, Spaulding & Bryce. Newson & Co., New York. 

3. Baldwin & Bender Readers, Expressive Readers. American Book Co., 

Chicago, 111. 
4." First Year Music, Hollis Dann. American Book Co., Chicago, 111. 

5. Wide Awake Readers, C. Murray. Little Brown & Co., Boston, Mass. 

6. Modern Health Crusade. Iowa Tuberculosis Association, Des Moines, 

Iowa. 

7. Rural School Bulletin. U. S. Bureau of Education, Washington, D. C. 
S. Book of Fables & Folk Stories, Horace E. Scudder. Houghton, Mifflin 

& Co., Boston. 
9. Games for Home, Schoolroom and Playground, Jessie Bancroft. Mac- 
millan Co., New York. 

10. Physical Training for Elementary Schools, Lydia Clark. Benj. San- 

born Co., Chicago, 111. 

11. Folk Dances and Singing Games, E. Burchard. G. Schirmer Co., New 

York. 

12. Popular Folk Games and Dances. A. Flanagan Co., Chicago, 111. 

13. Training in Courtesy. Bulletin No. 54, Department of Interior, 

Washington, D. C. 

14. Natural Method Readers, McManus & Haaren, 1917. Scribners Sons 

Co., New York. 

15. Winston Readers, Firman and Maltby. Winston Co., Philadelphia, 

Penn. 

16. Songs of Happiness, C. S. Bailey. Milton Bradley Co., Springfield, 

Mass. 

17. The Children's Year, Grace Wilbur Conant. Milton Bradley Co., 

Springfield, Mass. 

18. What To Do for Uncle Sam, C. S. Bailey. A. Flanagan Co., Chicago, 

111. 

19. For the Children's Hour, C. S. Bailey. Milton Bradley Co., Springfield, 

Mass. 

20. Kindergarten Stories, Sara E. Wiltse. Ginn & Co., Chicago, 111. 

21. Mother Stories, Maud M. Lindsay. Lothrop, Lee & Shepherd Co., 

Boston. 

22. Horace Mann Readers, Hervey and Hix. Longmans, Green & Co., 

New York. 

23. Jones Readers, Lewis Henry Jones. Ginn & Co., Boston, Mass. 

24. Young American Readers, Jayne E. Fryer. John C. Winston Co., 

Chicago, 111. 

25. Lessons in Americanism, Martin J. Wade, 1920. J. B. Lippincott Co., 

Philadelphia, Penn. 

26. Home and Country Readers, Laselle and Spaulding. Little, Brown 

& Co., Chicago, 111. 



132 COURSE IN CITIZENSHIP 

27. Riverside Readers, J. H. Van Sickle. Houghton, Mifflin Co., Chicago 

111. 

28. Plays and Games. 1. S. T. C, Extension Department, Cedar Palls, la. 

29. Founders of Our Country, F. E. Coe. American Book Co., Chicago, 111. 

30. Makers of the Nation, F. E. Coe. American Book Co., Chicago, 111. 

31. General Lessons in Citizenship. I. S. T. C. Bulletin, Cedar Falls, Iowa. 

32. Fifty Famous Stories Retold, James Baldwin. American Book Co., 

Chicago. 

33. Lincoln, the Young Man, Deming & Bemus. F. A. Stokes Co., New 

York. 

34. Sure Pop and Safety, R. R, Bailey. World Book Co., New York. 
For the Intermediate Grades. 

1. The Making of Iowa, Henry Sabin. A. Flanagan Co., Chicago, 111. 

2. Iowa Stories, Books I and II. Clarence R. Aurner, Iowa City, Iowa. 

3. Our Neighborhood, John F. Smith. The John C. Winston Co., Chicago. 

4. Our Community, Ziegler and Jaquette. John C. Winston Co., Chicago. 

5. Citizenship in School and Out, Dunn & Harris. D. C. Heath & Co., 

Chicago. 

6. My Country, Grace A. Turkington. Ginn & Co., Chicago, 111. 

7. Plain Facts for Future Citizens, Mary F. Sharp. American Book Co., 

Chicago, 111. 

8. Good Citizenship, Richman and Wallach. American Book Co., Chicago, 

111. 

9. Elementary Civics for Fifth and Sixth Grades, Arthur T. Gorton. 

Charles H. Merrill Co., Chicago, 111. 

10. I Am an American, Sara Cone Bryant. Houghton, Mifflin Co., Chicago. 

11. Stories of Patriotism, Deming & Bemis. Houghton, Mifflin Co., Chi- 

cago, 111. 

12. Lessons for Junior Citizens, Hill. Ginn & Co., Chicago, 111. 

13. The Young Citizen, Charles F. Dole. D. C. Heath & Co., Chicago. 

14. What To Do for Uncle Sam, Caroline Bailey. A. Flanagan Co., Chicago. 

15. City Government for Young People, Willard. Macmillan Co., Chicago. 

16. Lessons in Americanism, Martin J. Wade, 1920. J. B. Lippincott Co.. 

Philadelphia, Penn. 

17. Makers of The Nation, F. E. Coe. American Book Co., Chicago, 111. 

18. The Young American, A. E Judson. Chas. E. Merrill Co., Chicago. 

19. Founders of Our County, F. E. Coe. American Book Co., Chicago. 

20. Stories of Americans in the World War. Chas. E. Merrill Co., Chicago. 

21. Iowa Parks. Report of Iowa Board of Conservation, 1919. 

22. Iowa's Children and Communities at Play. Department of Public 

Instruction, Des Moines. 

23. Iowa State Highway Commission Bulletins Address Highways Com- 

mission, Ames, Iowa. 

24. Current Events, A Weekly Newspaper of Current Events. Address 

Current Events, Springfield, Mass. 

25. Iowa Official Register. Free Distribution from the Office of the Sec- 

retary of State, Des Moines, Iowa. 

26. A Good Map of Iowa. Address, Iowa Railroad Commission, Des Moines. 



REFERENCE BOOKS 133 

27. A Map of Your County. Call on the county auditor at the court house. 
For the Seventh and Eighth Grades. 

1. Community Civics, R. O. Hughes. Allyn and Bacon, Chicago, 111. 

2. The City, State and Nation, William L. Nida. Macmillan Co., Chicago. 

3. The Community and the Citizen, Arthur W. Dunn, 1914. D. C. Heath 

& Co., Chicago. 

4. Our America — the Elements of Civics, John A. Lapp, 1917. Bobbs- 

Merrill Co., Indianapolis, Ind. 

5. Essentials of Civil Government. S. E. Forman, 1918. American Book 

Co., Chicago. 

6. A Course in Citizenship, Cabot, Andrews Hill. Houghton, Mifflin Co., 

Chicago. 

7. Preparing for Citizenship, W. B. Guitteau. Houghton, Mifflin Co., 

Chicago. 

8. Social Problems, E. T. Towne. Macmillan Co., Chicago. 

9. The Government of Iowa and the United States, Chas. H. Meyerholz, 

Educational Publishing Co., Chicago. 

10. The Government, Frank E. Horack, 1920. Chas. Scribners Sons, Chi- 

cago. 

11. Iowa and the Nation, Chandler and Cherny. A. Flanagan Co., Chicago. 

12. Community Civics, Edwin W. Adams, 1920. Charles Scribner Sons, 

Chicago. 

13. The Land of Fair Play, Geoffrey Parsons, 1920. Charles Scribners, 

Sons, Chicago, 111. 

14. Stories of Thrift for Young Americans, Myron T. Prichard. Chas. 

Scribners, Sons, Chicago. 

15. Thrift and Conservation, G. H. Chamberlain. J. B. Lippincott, Chicago. 

16. History of the Thrift Movement, Strauss. J. B. Lippincott, Chicago. 

17. The Story of Liberty, James Baldwin. American Book Co., Chicago. 

18. Guiding Principles for American Voters, A. L. Mason. Bobbs-Merrill 

Co., Indianapolis, Ind. 

19. Dynamic Americanism, Arnold Hall. Bobbs-Merrill Co., Indianapolis. 

20. Americanization, Winthrop Talbot. H. W. Wilson Co., New Y'ork. 

21. Lessons in Americanism, Wade, Russell, Meyerholz. J. B. Lippincott, 

Philadelphia. 

22. American Leaders, Books I and II. J. B. Lippincott, Philadelphia. 

23. Causes and Meaning of the Great War, Wilbur F. Gordy, 1920. Charles 

Scribners Sons, Chicago, 111. 

24. The Charm of Fine Manners, Starrett. J. B. Lippincott, Philadelphia. 

25. The Book of Courage, Faris. J. B. Lippincott, Philadelphia. 

26. Government as a Business, Frank M. Sparks. Rand McNally Com- 

pany, Chicago. 

27. Current Events, a current magazine, 50c per year, Springfield, Mass. 

28. Iowa Official Register. Free on Application to Secretary of State, 

Des Moines. 
Outlines for Upper Grades. 

1. Civics in Grades Seven and Eight, John P. Garber, 1917. The Century 
Printing Co., Philadelphia. 



134 COURSE IN CITIZENSHIP 

2. The Teaching of Community Civics, Barnard, Carrier, Dunn. Bulletin 

1915, No. 23, Bureau of Education, Washington, D. C. 

3. Outline of Civics, Iowa and the United States, 1920. C. M. Miller, 

Iowa City, Iowa. 

4. Americanization and Citizenship, Hanson H. Webster. Houghton, 

Mifflin Co., Chicago, 111. 

5. Civics for Coming Americans, Peter Roberts, 1920. Associated Press, 

347 Madison Ave., New York. 

6. Map of the County, of the State, of the United States. 

7. Sex Education in Public Schools. State Board of Health, Des Moines, 

Iowa. 

REFERENCE BOOKS IN AMERICAN CITIZENSHIP 
INDIAN LIFE 

For Primary Grades: 

1. Legends of Red Children, Mary L. Pratt. American Book Co., Chicago. 

2. Dorcas, The Indian Boy, Genevra S. Snedden. D. C. Heath & Co., 

Chicago. 

3. Red Folks and Wild Folks, Edward W. Deming. Frederick A. Stokes, 

New York. 

4. Stories of Indian Children, Mary H. Husted. Public School Publishing 

Co., Bloomington, 111. 

5. Our Little Indian Cousin, Mary H. Wade. The Page Co., Boston, Mass. 
For Intermediate Grades: 

1. The Red Indian Fairy Book, Frances J. Olcott. Houghton, Mifflin Co., 

Chicago, 111. 

2. Indian Legends, Mary E. Hardy. Rand McNally & Co., Chicago, 111. 

3. Old Indian Legends, Litkala-Sa. Ginn and Co., Chicago, 111. 

4. Legends of Red Children, Mary L. Pratt. Werner School Book Co., 

Chicago. 

5. Historical Reader on Indians, Alma H. Burton. The Morse Co., New 

York. 

6. Indian Fairy Book, Florence Choate. Frederick A. Stokes Co., New 

York. 

7. Ten Little Indians, Mary H. Wade. W. A. Wilds Co., Chicago, 111. 
For Grammar Grades: 

1. Indian Fights and Fighters, Cyrus T. Brady. Doubleday, Page & Co., 

New York. 

2. The Story of the Indian, George B. Grinnell. D. Appleton & Co., 

New York. 

3. Indian Boyhood, Charles A. Eastman. Little, Brown & Co., Boston. 

4. Indian Scout Talks, Charles A. Eastman. Little, Brown & Co., Boston. 

5. Book of Indian Braves, Kate D. Sweetser. Harper & Brother, New 

York. 

6. American Indians, Frederick Starr. D. C. Heath & Co., Boston, Mass. 

7. Man With the Iron Hand, John C. Parish. Houghton, Mifflin Co., 

New York. , 



REFERENCE BOOKS 135 

8. The Boy With the U. S. Indians, Francis R. Wheeler. Lothrop, Lee 

& Shepherd, Boston, Mass. 

9. Indian Days of the Long Ago, Edward S. Curtis, World Book Co., 

New York. 

10. Life Among the Indians, George Catlin. Charles Scribner Sons, New 

York. 

11. Bryant and Red Jacket, Edward Eggleston. Dodd, Mead Co., New 

York. 

12. Wigwam Stories, Mary C. Judd. Ginn & Co., Chicago, 111. 



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